TO CONTINUE TO GROW intellectually and professionally, the College’s faculty must exchange ideas, share experiences, and learn or investigate new techniques with their colleagues at home and their peers off campus. These dedicated and inspired teachers also need time to continue their individual research to maintain expertise in their specialty. Scientists need time in the laboratory; writers must work with words; artists require time in the studio; all scholars need time to read, reflect, and analyze outside of the classroom environment.
|Professor Daniel Weese, Psychology|
DURING HIS SABBATICAL LEAVE in spring 2004, psychology professor G. Daniel Weese, studying at Duke University, identified a potential treatment for cocaine abuse. His research on the role of certain structures in the brain involved training rats to inject themselves with cocaine to simulate cocaine abuse by humans; he then gave the test animals a drug designed to reverse the long-term changes in the brain that occur with cocaine abuse. For that work, Weese devised surgical techniques, built equipment, developed training, tested procedures, and wrote computer programs to control the testing and collection of data.
His sabbatical work has renewed Weese’s enthusiasm for teaching, which is directly transmitted to his students. “I have a lot of personal interest in this work because these are novel projects,” he reports. “They’ve never been done before.”
Giving Opportunities For
|Faculty Development Fund||$150,000|
|E-mail Lee King, Vice-President of Institutional Advancement for more information.|
The students have followed Weese’s lead to produce cutting-edge independent research projects, many presenting papers at profes-sional society meetings. Killian Zimmerman ’05, who was awarded the College’s first laboratory-based Senior Fellowship, and Weese are writing a report based on their work while Zimmerman pursues his Ph.D. in biological psychology.