On CAMPUS Math-Science Help
Research Grant
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RESEARCHERS Dr. Karen Fawley (left) and Dr. Marvin Fawley have received a research grant from the National Science Foundation in excess of $150,000.
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Biofuels Impact
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he study of microscopic algae may seem to have little practical application to those unfamiliar with the science, but a current project being conducted by two UAM scientists could have a farreaching impact on both the biofuels and nutritional supplements industry. Dr. Karen Fawley, associate professor of biology, and Dr. Marvin Fawley, associate professor and assistant dean for science and research in UAM’s School of Mathematical and Natural Sciences, recently received a three-year grant from the National Science Foundation totaling $152,273 to study Eustigmatophyceae, a little-known group of microalgae. According to Karen Fawley, the principal investigator on the project, these microalgae have “significant potential for the biofuels industry, which is a current national priority. Some species have high levels of omega fatty acids and could be used to produce these lipids as nutritional supplements.” A portion of the research grant will fund travel to the Czech Republic, where the Fawleys will meet with scientists at The Charles University in Prague, who
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are conducting similar research and are collaborating with the Fawleys. According to Karen Fawley, current research has revealed that the Eustigmatophyceae are much more common and diverse than previously thought. “Our DNA sequence analyses for these strains have shown that the existing classification of these species is flawed,” said Fawley. The Fawleys, in collaboration with their colleagues in the Czech Republic, will characterize new strains of the microalgae with the goals of creating a description of new groupings and species, and revising the higher level classification of Eustigmatophyceae. “Understanding the taxonomy and the evolutionary development and diversification of these algae as well as providing new taxonomic groups and strains could positively impact both practical and commercial uses,” said Karen Fawley. The project will also have an impact on undergraduate research at UAM. The Fawleys have mentored 18 undergraduate students since 2006, including minority students who are part of the Arkansas-Lewis Stokes Alliance for Minority Participation, and will use students to assist with the microalgae project.
rkansas faces a critical shortage of qualified mathematics and science teachers, but help is on the way. The University of Arkansas at Monticello recently graduated a record number of teacher education students, many who are choosing mathematics or science as their content area. UAM has also doubled the number of mathematics and science teachers currently enrolled in its master of arts in teaching (M.A.T.) degree program who will graduate in 2013. The increases are a result of a collaborative effort between UAM’s School of Education, School of Mathematical and Natural Sciences, the UAM STEM Center, and the Education Renewal Zone to encourage students majoring in mathematics or science to consider careers in teaching. Last August, Governor Mike Beebe and his Workforce Cabinet created a pilot program called STEM Works to improve education in high schools and universities in the areas of science, technology, engineering and mathematics. “Improving education in these areas is vitally important to the future of our state,” said R. David Ray, former provost and vice chancellor for academic affairs. “It is essential that we work to increase the number of STEM teachers in this region.” “Arkansas and the nation as a whole need more highly qualified math and science educators,” added Dr. Peggy Doss, dean of the School of Education. “It has become increasingly more difficult for school districts to find and employ qualified teachers in these areas. That’s why these numbers are so encouraging. Increasing the number of 2013 M.A.T. math and science students from 6 to 12 is a beginning, but only a beginning. We still have much work to do.” UAM graduated 53 students with bachelor’s degrees in various licensure areas of teacher education, representing a 179 percent increase over last year’s 19 graduates. The School of Education has also made significant changes to ensure