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 �study� findings and further explored the topics of visual perception and the brain as �creator�.
After the visit, Lincoln students reinforced new knowledge about the scientific method to generate their own study, �Blind-Date Survey.� This was done in conjunction with reading Morrison�s 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.