 Associate Professor
B.S. 1972, Cornell University
Ph.D., 1976, University of Wisconsin-Madison, Chemistry
M.S., 1989, University of Wisconsin-Madison, Education
Room:
Phone: 608-263-5647
Email: cathy@chem.wisc.edu
Position: Associate Professor
Catherine Middlecamp, Steve Keller, Karen Anderson, Anne Bentley, Michael Cann, Chemistry in Context, 7th edition, McGraw–Hill, Dubuque, IA, 2011. Lucy Pryde Eubanks, Catherine Middlecamp, Carl Heltzel, and Steve Keller, Chemistry in Context, 6th edition, McGraw–Hill, Dubuque, IA, 2009. Catherine Middlecamp, “Chemistry in Context: Evidence, Goals, and Gaps,” Commissioned paper, Promising Practices-Innovations in Undergraduate STEM Education, Board of Science Education, The National Academies, June 30, 2008. Lucy Pryde Eubanks, Catherine Middlecamp, Norb Pienta, Gabriela Weaver and Carl Heltzel, Chemistry in Context, 5th edition, McGraw-Hill, Dubuque, IA, 2006. Catherine Middlecamp, Diversity in the Physical Science Curriculum: The Intellectual Challenge, The Handbook of College Science Teaching, Joel Mintzes, ed., National Science Teachers Association, (accepted for publication) 2006. Catherine Middlecamp, Trace Jordan, Amy Schlacter, Susan Lottridge, Karen Kashmanian Oates, Chemistry, Society and Civic Engagement, Part I: the SENCER Project, J. Chem. Educ., 83, 1301, 2006. Catherine Middlecamp, Anne Bentley, Margaret Phillips and Omie Baldwin, Chemistry, Society and Civic Engagement, Part II: Environmental Chemistry & Ethnicity," J. Chem. Educ., 83, 1308, 2006. Conrad Stanitski, Lucy Pryde Eubanks, Catherine Middlecamp and Norb Pienta, Chemistry in Context, 4th edition, McGraw-Hill, 2003. Teresa Larson and Catherine Middlecamp, "A Companion Course in General Chemistry for Pre-Education Students", J. Chem. Educ., 80, 165 2003. Conrad Stanitski, Lucy Pryde Eubanks, Catherine Middlecamp and Wil Stratton, Chemistry in Context, 3rd edition, McGraw-Hill, 2000. Catherine Hurt Middlecamp and Anne-Marie L. Nickel , "Doing Science and Asking Questions: An Interactive Exercise", J. Chem. Educ., 77, 50 2000. Catherine Hurt Middlecamp and Banu Subramanium, "Feminist Pedagogy: Useful ideas for Teaching Chemistry", J. Chem. Educ., 76, 520 1999. Catherine Hurt Middlecamp, book review of The Courage To Teach: Exploring the Inner Landscape of a Teacher's Life, by Parker Palmer, J. Chem. Educ., 76, 1625 (1999). Catherine Hurt Middlecamp and Mary Ann Davison Fernandez, "From Puerto Rico to Wisconsin: Cultural perspectives on teaching general chemistry," J. Chem. Educ., 76, 388 1999. Catherine Middlecamp, "Culturally Inclusive Chemistry", in Teaching the Majority: Science, Mathematics and Engineering that Attracts Women, Sue V. Rosser, ed., Athene Press, 1995. Catherine Hurt Middlecamp and Omie Baldwin, "The Native American Indian Student in the Science Classroom: Cultural Clash or Match?", Proceeding of the Third International History, Philosophy, and Science Teaching Conference, University of Minnesota, October 29 - November 2, 1995, p. 776-787. Elizabeth Kean and Catherine Middlecamp, How to Survive (and Even Excel) in General Chemistry, McGraw-Hill, 1994. Catherine Hurt Middlecamp and John W. Moore, "Race and Ethnicity in the Teaching of Chemistry: A New Graduate Seminar", J. Chem. Educ., 71, 288 1994.
| Research Description
"Science is always ultimately about people and life"
- Alan Leshner
My work is at the intersection of science, people, culture, and the real world issues that we as humans face on this planet. My current work includes:
Mobilizing STEM Education for a Sustainable Future, a project funded by the NSF, jointly with co-PIs Susan Millar, Jean MacGregor, and Elaine Seymour.
Chemistry in Context - A project of the American Chemical Society. Author 3rd-6th editions, Editor-in-Chief, 7th and 8th editions.
Science Education for New Civic Engagements and Responsibilities (SENCER). Senior Associate, 2000-present, 2003 SENCER Model Developer.
AWIS (Association for Women in Science), National Executive Board, Secretary (2007-2009), Councilor (1999-2000)
Chemistry Learning Center, Director since 1989.
Real-world problems and engaging societal issues can and do draw students into the world of chemistry. In turn, these issues can draw chemists into the world of people. Fall semesters, in my general chemistry course for liberal arts students and non-chemistry majors (Chemistry 108.), I teach through real-world issues such as air quality and global climate change to the underlying scientific issues. I bring to this the same level of intellectual engagement and involvement with current topics that one would expect in a graduate seminar. Spring semesters, I teach a course in the Integrated Liberal Studies Program entitled "The Radium Girls and the Firecracker Boys". The graduate students who teach with me in either course have opportunities to explore both chemical content and innovative pedagogies that they may not have experienced in their prior training.
I also co-teach with Omie Baldwin a course entitled Environmental Chemistry and Ethnicity (Chemistry 201). This course is the first physical science course on campus to meet the system-wide Ethnic Studies Requirement. The topic we have selected is Uranium and American Indians. Students explore issues of radioactivity, uranium mining and lung cancer as well as the culture and history of the Navajo people. In Fall 2006, this course was offered as part of a Freshmen Interest Group, a campus learning community.
At present, much of my intellectual energy is devoted to the question of how what our students learn in chemistry can make a difference not only in their lives, but also in the health and well-being of all communities on our planet, both present and future. I am a Co-PI with others on a recently funded grant from the NSF that seeks to marshal our resources to move forward with this and other questions related to curriculum reform in STEM.
Last updated September 10, 2007.
- Phi Beta Kappa, Teaching Excellence Award, 2010
- American Chemical Society, Fellow, 2009
Judith S. Craig Award for Distinguished Service, College of Letters & Science, 2006 Camille & Henry Dreyfus Award for Encouraging Women into Careers in the Chemical Sciences, American Chemical Society, 2006 American Association for the Advancement of Science, Fellow, 2004 UW System Alliant Energy Underkofler Excellence in Teaching Award, 2003 University of Wisconsin System Teaching Scholar, 2003 Association for Women in Science, Elected as Fellow, 2003 American Chemical Society, Women Chemists Committee Regional Award for Diversity, 2002 Distinguised Membership in the National Society of Collegiate Scholars, 2001 James W. Taylor Excellence in Teaching Award, 2000 Pharmacia Award for Excellence in the Teaching of Chemistry, 1999 UW Teaching Academy, elected as member, 1998 Academic Staff Excellence Award, Wisconsin Association Award for Excellence in Leadership, 1996 Norman Basset Award for Outstanding Achievement in Student Services, 1993 Danforth Fellowship, 1972 Phi Beta Kappa, 1971
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