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Shila Garg is a professor of physics and chair of the department at The College of Wooster, where she has been a member of the faculty since 1987. She is an expert in liquid crystals and optics. Her research has focused on dynamic and static properties of nematic liquid crystals and nonlinear pattern formation in these systems. Garg received her bachelor's degree from the University of Madras in India and went on to receive her master's degree at the University of Sussex in the United Kingdom and her Ph.D. at the University of Kent, also in the United Kingdom. She has served as the chair of the physics and astronomy division of Council on Undergraduate Research (CUR), a national organization that works to promote faculty research with undergraduates. A member of the American Physical Society and the International Liquid Crystal Society, Garg has co-authored several publications with College of Wooster students including "The Bend and Splay Elastic Constants of diheptylazoxybenzene." Throughout her career she has received a number of large grants to continue her research. In 2000, she received her third Research Experience for Undergraduates (REU) site grant from the National Science Foundation (NSF). In addition, she recently received a supplemental grant from the NSF for a "developmental visit" to Beijing to explore the possibilities of setting up a Wooster-Beijing International REU site. She has also served on many grant review panels for NSF. The president of the American Physical Society recently appointed Garg to the Committee on Education for a three-year term. The committee advises the Society on its programs and efforts in the area of education at all levels. |
The College of Wooster's Physics Outreach Program provides hands-on learning experiences for elementary students in the Wooster City Schools. (http://www.wooster.edu/physics/Outreach/Outreach.html). Shila Garg, professor of physics at Wooster, created the program and hopes to expand it in an effort to nurture the curiosity of aspiring young scientists through active learning opportunities on campus and in the schools. Why is it important for elementary students to be exposed to hands-on science? Traditionally, science in the elementary schools has been taught as a body of knowledge, which is not a very exciting way to learn. Young people are inherently curious, and hands-on opportunities show them how things work. It also allows them to explore the world around them. At the introductory college level, we teach physics using an inquiry-based approach, which encourages students to predict the outcome of an experiment under varying conditions, test them, and learn from the immediate feedback. This kind of active learning should start at an early age, so that young people can begin to make discoveries and connections on their own, which will help build a stronger scientific foundation. Our outreach program focuses on such an approach. What can be done in a college lab that cannot be done in an elementary classroom? Bringing elementary school students to campus has several advantages. First, it gives them a chance to experience a college setting, many for the first time. Second, it gives them an idea of what a physics lab looks like. Third, it gives them access to equipment that can't easily be transported to elementary schools. For example, laser holography demonstrations or microcomputer-based laboratory activities could not be done in the schools because the equipment is not available, but such demonstrations can be easily done on campus. Is there an ideal grade level at which students would benefit from a program? Our sense is that this program works best when targeted at students in third grade and above. It is our hope that this early exposure will get young people interested in science, particularly physics. Through active involvement in elementary schools, we believe we can make a difference. American high school students tend to score lower in physics than students in other countries. This early exposure might be the first step at reversing that trend. Scientific and mathematical literacy of our students is crucial and has implications for the future welfare of our economy. Do such programs make science more fun and therefore more attractive to young students? That is our hope. The grade school students who participate in experiments and demonstrations during our outreach program appear to be having a great time. Physics offers a lot of "toys" at a lot of different levels. Our majors who participate in this program are clearly enjoying the experience as well. When young students see this, we believe it inspires them to pursue the field and gain a greater appreciation for the world around them. The program also shows students that not all physicists are white males, but that females and persons of color can also participate and excel in the field. Are these programs also beneficial to elementary school teachers? Definitely. Nationwide, there is a drive to provide better support for K-12 science teachers to help them stay up-to-date with the latest innovations and discoveries in the field. Our program can give them ideas to take back to their classrooms and improve the overall quality of science education. It also can provide resources that help the teachers learn new tools. Are there benefits for college students who participate in the program? Without a doubt. Students assume the roles of teachers for the session, and they learn how to explain complicated ideas and demonstrate in simple language so that grade school students can understand what is going on. Our students enjoy the challenge. It also inspires them and gets them excited. We hopeit will inspire college students to go into science teaching because the field can certainly benefit from the addition of good young teachers. It is also beneficial in that it promotes volunteerism and a sense of doing something good for the local community. We are proud of our students for taking time from their busy schedule of classes and activities to do this. We're confident that it will make a difference. Can such programs raise the science scores of students on tests? It could have an impact, but we won't know for quite awhile because these students are still in elementary school. Programs like this are just one component of a larger picture. Much more needs to be done in terms of helping students perform better on standardized tests, but this is certainly a good start. A longitudinal study of such programs may help us evaluate the effects. One can visualize a program in which we follow one group of students through their elementary and middle school career, offering them suitable levels of activities at the various stages and assessing the outcomes. We have just started this program and it is quite possible that we will be able to expand it in that direction in the future. |
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| Last updated: January 10, 2006 · For more information, contact John Finn | ||
