UpDate - Vol. 14, No. 3, Page 1
September 15, 1994
Program places teachers in 'real-life' laboratory setting

     During the summer, alongside professors, postdoctoral fellows,
grad students and a few undergraduate scholars, two Delaware secondary
school science teachers took part in research projects at the
University.
     Through a competitive fellowship program administered by the
American Society for Biochemistry and Molecular Biology (ASBMB), Tracy
Anne Graham of the Tower Hill School and Barbara L. Borleske of John
Dickinson High School, both in the Wilmington area, had the
opportunity to spend 10 weeks working as members of laboratory teams.
     Their work was sponsored and supervised by Hal White and Roberta
Colman, professors in the Department of Chemistry and Biochemistry.
     White's research team, of which Graham was a member, is
investigating the chemical structure of riboflavin-binding protein
from the eggs of snapping turtles and other organisms. This research
may shed light on how nutrients get transferred to and used by
embryos.
     Colman's study focused on glutathione s-transferase enzymes,
which help to protect the body from cancer by binding with potentially
carcinogenic compounds and rendering them water-soluble, and thus
easier to excrete.
     Unfortunately, if cancer does occur, these enzymes may interfere
with chemotherapy by binding with the treatment compound in a mistaken
attempt to protect the body. Colman and her team, which included
Borleske, hope to learn enough about the structure and function of
these enzymes to develop specific inhibitors which will prevent
particular enzymes from de-activating chemotherapeutic compounds.
     In her work with White, Graham has focused on purifying samples
of the protein and characterizing it chemically. Borleske, working
with Colman's team, worked to isolate an individual form of the
enzyme, monitor its activity and find its catalytic site.
     The teachers' work in the labs reflects the central goal of the
fellowship program: to improve science education by getting science
teachers into-or back into-active research.
     White said helping teachers re-establish immediate connections
with the active processes of science will make them better resources
for students. Teachers who recently have done serious lab work will be
able to tell students about the methods and techniques behind the
"facts" that the students study. He said this approach works because
hands-on scientific work conveys the essence of what science "is."
     "Science is an active process, more like a verb than a noun; it's
what you do, not a collection of facts," according to White, who said
he hopes that teachers who take an active part in scientific
exploration can also help students see that science is a dynamic,
interesting field-one that may be worth pursuing as a career.
     Colman agreed. She sees the fellowship program as a means of
"amplifying the influence" of secondary-school teaching on students
and believes that teachers who have enjoyed their lab work will carry
their enthusiasm into the classroom, conveying the excitement of the
research process and "giving students reasons to choose careers in
science."
     Also, she pointed out, the program is an excellent way of
transmitting information about up-to-date scientific techniques and
theories into secondary schools. She said she hopes teachers who
participate in the program can serve as resources for fellow teachers
as well as students.
     Borleske and Graham also agreed. They said they see the program
as a wonderful opportunity to grow both as scientists and as teachers.
     As Graham said, "I always want to teach science, but I never want
to lose track of what I'm teaching. If you can't do the hands-on
yourself, how do you plan to teach it?"
     She said her experience working with White provided her with
"hands-on" information and experience that she can bring into her
classroom. For example, she pointed out she can now speak from
personal experience about how important it is for all scientists,
including students, to document lab work clearly and correctly. Graham
was able to use reports from Japanese laboratories because the
researchers' methods were clearly documented in correct scientific
notation.
     She said she looks forward to telling students about how the
equipment they see pictured in their textbooks actually works and what
it is like to use it.
     She also said she hopes to bring her students to the University
for field trips, to show them the equipment that she used and to give
them a sense of what a working research lab is really like.
     As Graham said, she wants to show students the University isn't
"so far away and inaccessible," and she would like for interested
students to be able to meet and talk with professors and researchers.
     For Graham, the chance to do serious research without giving up
her position as a teacher is "the best of both worlds." She had always
planned to become a researcher, but she left the University of
California at San Diego before completing her master's degree. She
chose to join the Peace Corps because she missed teaching.
     Graham was able to do both teaching and medical research during
her two years in the West African nation of Niger. When she returned
to the U.S. and began teaching, she realized the best chance to do
research was in graduate school, but she also thought that combining
grad school with teaching, coaching and family responsibilities would
leave her "stretched too thin." The ASBMB program gave her an
opportunity to incorporate the research she loves into her hectic
life.
     Borleske, who holds a master's degree in chemistry from Duke
University, said she found the chance to get back into the lab a "real
pleasure."
     She was enthusiastic about the opportunity to re-acquaint herself
with instruments and techniques that she has not used in years and to
learn about new ones, and hopes to use her experiences to make
scientific work "come alive" for her students.
     Like Graham, she finds it critical to express to her students the
importance of skills and techniques such as precision, neatness and
detailed record-keeping. She said her work in the lab will give her
real-life examples to use in bringing these points home to students.
     Borleske spoke vividly about the personal and intellectual
rewards of the program. She said she enjoys taking summer courses in
fields outside of chemistry because she always wishes to "broaden her
horizons."
     Borleske saw the ASBMB program as an opportunity to "make my
summer different" by broadening her experience and knowledge in her
own discipline. She also was attracted to the idea of working in the
more independent, self-paced atmosphere of the lab, which she
describes as a refreshing "change of pace" from her high school
schedule.
     One of the other major "differences" she has found this summer
was the community in which she worked. She is the only chemistry
teacher at Dickinson, and she noted with pleasure that her work at the
University has allowed her to once again be part of a community of
chemists.
     She said that she particularly valued the chance to work with
chemists at all stages of their professional careers, from Colman and
post-doctoral students down to undergraduates. She said she enjoyed
learning from them and, in return, has taught them by giving graduate
students on the team advice about teaching.
     While all involved praised the ASBMB program, most noted that not
all teachers can easily take advantage of it.
     Graham pointed out that the 10-week, "full-time" program does
demand sacrifice from its participants, since it limits opportunities
for vacations and family time.
     Borleske pointed out that many teachers are under financial
pressure to take full-time jobs in the summer-something they cannot do
as researchers. White also noted the difficulties that many teachers
face in pursuing these opportunities and added it is difficult for
teachers who do not live close to the University to take part in the
program.
     Both Graham and Borleske said they hope more teachers apply, for
they have found their work here at the University to be highly
rewarding.
     Borleske had high praise for University faculty involved in the
program. She pointed out they are not paid for their work but have
been incredibly supportive and willing to "put themselves out" for
their secondary education colleagues.
     Graham also spoke enthusiastically about the level of support she
has received from the University, and said she "hasn't been
disappointed by anything."
     Her final words may sum the experience up for all involved. She
said, with a smile, "I'm having a good time!"
                                                    -Kathleen Therrien