In
support of the mission of ASPB, the ASPB Education Foundation was established
in 1995 to provide information and education to increase the public’s
knowledge about the role of plants in all areas of life.
sLowlife:
A Traveling Exhibit of Plant Science and Art
Submitted by Roger
P. Hangarter, Indiana University
sLowlife
is a multimedia educational/art installation including video, live plants,
photographic prints, and interactive environments. Centered on a series of
time-lapse movies, the exhibit was designed to convey that plants are complex
living beings and not inanimate objects. By combining artistic elements with
time-lapse movies demonstrating various plant movements and growth responses,
the exhibit accurately and effectively combines science and art in a way that
provides scientists and nonscientists with a novel way of learning some basic
plant biology. The exhibit lets viewers experience a sense of intrigue, mystery,
and a bit of awe, all of which contribute to enhancing their awareness of
plant life and offer an opportunity to reflect on their relationship to plants
and their environment. The exhibit debuted at the Indiana University School
of Fine Arts Gallery and was very well received. Plans are being made for
collaboration with the United States Botanic Garden in Washington, DC, to
exhibit sLowlife and to develop, along with other botanic gardens, a traveling
exhibit. This proposal was awarded funding from the Foundation for part of
the development and construction of the traveling exhibit. The Education Foundation’s
commitment to this project is expected to be matched by substantially more
funding from other sources.
Enabling
Academic Scientists’ Participation in Public Dialogue
Submitted by Peggy
G. Lemaux, University of California at Berkeley, and Alan McHughen, University
of California, Riverside
This proposal focuses on developing educational materials and resources. These
efforts aim at empowering ASPB membership to take an active role in informing
the general public about needs for plant science research and the risks and
benefits of the products of plant biotechnology. With the many topics covered
in the plant sciences and ag biotech, the task of staying current is monumental—a
constant scanning and updating of the literature and development of new educational
resources. To achieve the goal of informing scientists about the science behind
the issues, efforts focus on developing tools and resources for professionals
to enable them to participate actively in the debate with a sound scientific
knowledge base. With additional funds students will be employed to help in
these efforts and materials purchased to expand existing exhibits and create
new ones.
The
Expansion of Genetically Modified Organism (GMO) Product Markets as a Model
for Teaching Responsible Environmental Public Policy Formulation
Submitted by Charles
Stinemetz, Rhodes College, and Georgeann Stinemetz, Government and Economics
Teacher, Social Science Department, Lausanne Collegiate High School
Curricular materials (interactive web site and CD-ROM course materials) will
be purchased that use a student-facilitated learning approach based on House
bill HR 3472 as a model for evaluating the merit of proposed federal environmental
legislation. Materials will be used to train government and science teachers
who are interested either in learning more about the value of GMO products
to society or in offering problem-based courses in environmental studies.
The curricular materials will be reviewed by teachers and students in an environmental
public policy course, adopted by a local network of teachers in Shelby County,
and ultimately made available to a larger national audience through the Internet.
