Paul Grobstein was teaching an interdisciplinary freshman seminar course in the fall which was exploring gender differences, and Karen Cohen was teaching junior-level English classes for a yearlong term focusing on American history through literature. The
Grobstein and Cohen encouraged their students to write about personal perspectives on gender differences in the context of readings/discussions ongoing in each class, and to reflect on and interact with their conclusions in a variety of ways. There was a
The Middle ˝ Fall and Winter
Students in both settings examined scientific findings which supported/refuted their own gender perspectives, identified different science careers, acknowledged the need for rigorous studies of the human brain and behavior, and recognized the importance o
The Culmination ˝ Spring
In spring, Grobstein and Cohen prepared lesson plans in connection with a visit by Grobstein to Lincoln. Lincoln students spent time in the computer lab prior to the visit reviewing posted gender essays written by their peers and students at Bryn Mawr, g
During the visit, Lincoln students interacted with a real scientist, processed ýstudyţ findings and further explored the topics of visual perception and the brain as ýcreatorţ.
After the visit, Lincoln students reinforced new knowledge about the scientific method to generate their own study, ýBlind-Date Survey.ţ This was done in conjunction with reading MorrisonÝs The Bluest Eye and discussion of The Biology of Beauty.
Lincoln Students prepared a critical analysis, a format similar to that used in the scientific method, which addressed several science/humanities themes from the year.