California State University,
Dominguez Hills

Calibrated Peer Review: A Writing and Critical Thinking Instructional Tool
ARLENE RUSSELL, UCLA and TIM SU, City College of San Francisco
June 19-21, 2006 in Los Angeles, CA
Apply: CAL

          Calibrated Peer ReviewTM (CPR), a web-based, discipline-independent, instructional management tool enables an instructor to make frequent writing assignments that probe student understanding of concepts without increasing the instructor's "grading" load. In CPR assignments, students "write-to-learn." CPR instructors can choose materials from the growing library of field-tested CPR assignments in many disciplines or they can create their own assignments. In a CPR assignment, students write short essays on a specific topic. Guiding questions focus both the direction that students should take in organizing their thoughts for the essay and encourage critical thinking about the topic. After electronic submission of the essays, the students are trained as reviewers using "calibration" essays. When students have completed the training, they review three anonymous essays written by their peers and finally their own essays. To launch a "CPR assignment," an instructor selects an assignment, creates a class list, and sets the due dates for essay submission and assignment completion.
          At the workshop, participants will first experience a CPR assignment as a student does and then learn how to implement the program in a class. The group will review the rich set of assessment information that the CPR program can acquire on student performance and learn how to customize the information to specific needs. Participants will then work on the creation and development of new assignments for use in their own classes. Learn how to become proficient in developing new and creative CPR.

For college teachers of: undergraduate science, math, technology and social science courses, graduate students interested in an eventual teaching career. High school teachers are also welcome on a space available basis. Prerequisites: none, but potential proposers of NSF CCLI grants in any science area are encouraged to attend this workshop. To use CPR assignments at an institution, students will need to have regular access to computers with Internet capability. More information may be obtained from the Calibrated Peer Review web page: http://cpr.molsci.ucla.edu.

Dr. Russell, a Senior Lecturer at UCLA in both the Department of Chemistry and Biochemistry and in the Department of Education, is a co-developer of the Calibrated ReviewTM (CPR) program, a product of the Molecular Science Project, an NSF systemic reform initiative.

Peer-Led Team Learning: The Workshop Model
PRATIBHA VARMA-NELSON, Northeastern Illinois University and CHRISTOPHER F. BAUER, University of New Hampshire
June 22-24, 2006 in Fullerton, CA
Apply: CAL

          Peer-Led Team Learning (PLTL) is a model of teaching that has been tested and successfully implemented in chemistry, biology, physics and mathematics courses at a wide variety of institutions. The course addresses the needs of all science and mathematics disciplines beginning a PLTL program. The PLTL model actively engages students in the learning process by having them solve carefully structured problems in small groups under the direction of a trained peer leader. Peer-led workshops are an effective way to engage large numbers of students with course material and each other. Improved performance and retention, development of communication and team skills, higher motivation and course satisfaction, and increased interest in pursuing further study in science are among the benefits of the PLTL approach.
          The purpose of this course is to introduce the theoretical and practical elements of the PLTL model and prepare participants to implement PLTL programs in biology, chemistry, mathematics, and physics. In addition, the course will provide a Workshop experience and will give participants an opportunity to develop Workshop materials. Students who have served as peer leaders will be actively involved in the course and will discuss their experiences with the PLTL model. Recruiting and training of peer leaders will also be discussed as will faculty roles and responsibilities and issues surrounding the implementation and institutionalization of PLTL. Participants will be provided a guide for the implementation of workshops, a handbook for workshop leaders, and workshop materials for chemistry, biology, and physics. We encourage faculty members to assemble a team, which includes a learning specialist and a potential student leader, to participate in this course.

For college teachers of: physical and biological sciences and mathematics at two and four year colleges and universities, graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

Dr. Varma-Nelson is a Professor of Chemistry and Chair of the Department of Chemistry, Earth Science and Physics at Northeastern Illinois University. She teaches Organic Chemistry, Biochemistry and Capstone Seminar to chemistry majors. Since1995, her professional activities have revolved around the development, implementation and dissemination of the Peer-Led Team Learning (PLTL) model of teaching. She was an active partner of the Workshop Chemistry Project, one of the five NSF supported systemic reform projects in Chemistry and Co-PI of three NSF supported National Dissemination grants. In addition, she has co-authored several publications and manuals about the PLTL model. Dr. Varma-Nelson is director of the Workshop Project Associate (WPA) Program, which provides small grants to facilitate implementation of PLTL. In addition, Dr. Varma-Nelson is the Co-PI of the first NSF funded Undergraduate Research Center (URC), Center for Authentic Science Practice in Education.(CASPiE). Dr. Bauer is a Professor of Chemistry and Chair at the University of New Hampshire and is the 1992 recipient of the University's Jean Brierley teaching award. Early in his career he did research in environmental analytical chemistry. Research interests now address college-level science instruction -- student misconceptions, student attitudes about learning and courses, discovery-based college chemistry curricula, and faculty beliefs and practice. He directs the General Chemistry program at UNH, teaches in the Preparing Future Faculty program, was a co-editor of the Chemical Education Research feature of the Journal of Chemical Education, and just comleted an NSF CCLI grant "Integrating the Chemistry Systemic Initiatives". He has been directing PLTL at UNH since 2000.

Energy Development in the Arctic
JOHN KELLEY, University of Alaska Fairbanks and GILBERT YANOW, NASA Jet Propulsion Laboratory, ret.
June 7-9, 2006, Anchorage AK
Apply: CAL

          Advances in energy development in the arctic primarily related to oil and gas exploration will be described through a series of lectures and filed trips. The course will begin in Anchorage, Alaska with orientation and lectures provided by British Petroleum Exploration (Alaska), Inc. staff and university of Alaska faculty. Lectures will cover problems associated with drilling for oil ad gas in permafrost and off shore in ice covered seas, design and engineering technologies, geology of the region and environmental concerns. A one-day field trip will be taken to Prudhoe Bay on the Arctic Ocean coast of the North Slope of Alaska, where visits will be made to the production facilities, Trans Alaska pipeline and the offshore Endicott drill site. Research associated with the extraction of oil and gas will be described including environmental studies and revegetation activities. The Course will terminate in Anchorage.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Secondary Teachers will be allowed to take the course on a space available basis. Prerequisites: none.

Dr. Kelley is Professor of Marine Science in the School of Fisheries and Ocean Sciences. He has conducted research on trace gases and contaminants related to climate, hydroacoustics. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Alternative Energy and Energy Mangement
GILBERT YANOW, NASA/Jet Propulsion Laboratory, ret.
May 29 - June 1, 2006 in Diamond Bar, CA
Apply: CAL

          At the present time, the U.S.A. economy is based on fossil fuels. However, these are not in endless supply, as shown by their continual price escalation. At the same time the use of fossil fuels (coal, oil, gasoline, etc.) is a polluting factor of the environment. As time goes on, we will be forced into a wider spread use of not only better energy management, but also more extensive use of alternative fuels.
          This course will examine alternative energy, and the possible future use of these energies in our lives, including transportation. We will briefly examine the history of alternative energy. We will examine the possible uses of Solar Energy, both the system design (solar electric and solar thermal) and manufacture of photovoltaics. This year the course will also spend some time examining a range of other alternative energy sources such as bio-energy production and co-generation. We will visit wind farm and solar electric generating facilities. A final part of this course will look at the application of alternative energy sources for transportation, the Fuel Cell, etc.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Secondary Teachers will be allowed to take the course on a space available basis. Prerequisites: none.

Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his recent retirement, He was at JPL for 29 years. He was a member of the Photovoltaic Lead Center when JPL was conducting extensive research into the utilization of alternative energy. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Teaching a Course in Combinatorial Mathematical Games
MORTON BROWN, University of Michigan
(A) May 18-20, 2006 in Midtown Manhattan, NYC
(B) June 19-21, 2006 in California
Apply: SBU
Apply: CAL

          Play is a powerful teacher. It can be used effectively in the mathematics classroom. I've developed and have taught (three times at Michigan) a course in "mathematical games" for students who have had a year of undergraduate mathematics and might be interested in a possible minor or major in math. Its goal is to attract into math, students who like math but may believe, unfortunately, that math consists only of calculus or calculus/linear algebra. The course consists of analyses of a variety of two person combinatorial games (NOT classical matrix game theory), that is, two person, finite 0-sum games of perfect information. The goal of the course is to introduce students to basic generic ideas of mathematics: searching for patterns, thinking logically and systematically, problem solving (modifying problems, breaking down problems into smaller easier problems, generalizing and abstracting), choosing effective notation, careful attention to the logic of arguments including argument by contradiction, generalizing, abstracting (ex. recognizing 'isomorphism'), and finally, seeing how "real mathematics" enters into ordinary problems. The course fits comfortably with a cooperative learning environment. Participants will receive an overview of this Michigan course, strategies for teaching it, student solutions to the games, and student reaction to the concepts and the mathematics.

For college teachers of: undergraduate mathematics. Prerequisites: none.

Dr. Brown is Professor of Mathematics at the University of Michigan. His research interests have included topology and dynamical systems. He is a recipient of the American Mathematical Society's Oswald Veblen Prize in Geometry, and has served on numerous national oversight, and review committees concerned with calculus and educational reform. He has served as the Mathematics Department's Associate Chair for Education, and on the policy board of the University's Center for Research on Learning and Teaching. He was an original member of the MAA-AMS CRAFTY sub-committee concerned with calculus reform and elementary undergraduate teaching. He was principal investigator for an NSF grant that helped implement Michigan's well-known Calculus Reform Program. He is an advisor to the AMS/MAA. NeXT program for new mathematics Ph. D's. As a result of his teaching efforts and innovations, he received "Excellence in Teaching" awards from the University in 1992 and in 1993 and was named Arthur F. Thurnau Professor of the College of Literature, Science, and Arts.

Cryptology and the Breaking of the Axis Codes During WWII at Bletchley Park, England
ROBERT E. LEWAND, Goucher College, FRANK CARTER and JOHN HARPER, Bletchley Park Trust
August 1-4, 2006 in Milton Keynes, England
Apply: CAL

          During WWII, the German High Command was convinced that the Enigma cipher machine produced unbreakable cipher messages. That was not the case. At Bletchley Park the British gathered together some people of unequalled dedication and ingenuity who broke the codes by means of certain techniques, some requiring new developments in technology such as the first electronic programmable computer. Later on a group of cryptographers from the United States joined these people.
          The accomplishments made at Bletchley Park were considered to be so sensitive that its existence was known only to a handful of people, and its operations were kept under a veil of secrecy for decades after the war. People who worked there during the war were so "compartmentalized" that they only knew what was going on in their very small work location. Almost all of the special equipment developed during the war, was dismantled at the end of hostilities and all information about it was kept secret for many years. In 1992 the Bletchley Park Trust was formed to allow the world to become fully aware of the amazing people, their feats and the technologies developed at this institution during the war years.
This course will take the attendees back in time to learn for them the basic mathematics of cryptology that are the foundation of ciphers. We will learn the details of the Enigma machines that were used during the war, and the operating principles of the Alan Turing "Bombe" (the electro-mechanical machine designed to help break Enigma messages). Students will also be given an introduction to the ‘Lorenz’ cipher system, used exclusively by the German Army High Command, and some of the mathematical procedures that were developed to break it (these procedures motivated the development of ‘Colossus’, the world's first electronic programmable computer). There will be some class activities that will give the attendees exercises that can be taken back and used in their own classes, including a set of “Code Rods”, similar to the ones used to break early German messages. Dr. Lewand is an expert on the mathematics of codes while the other instructors have been intimately involved with the history and rebuilding of Bletchley Park facilities. John Harper is the lead engineer of the team that has been rebuilding the Bombe Machine. Frank Carter is an expert on the methods used to break the Enigma and similar codes and is the designer of the code rods to be given out.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of the social sciences are also invited to apply. Secondary teachers will be admitted on a space available basis. Prerequisites: none.

Doctor Lewand is a professor of Mathematics and Computer Science at Goucher College where his work has been recognized with awards for both outstanding teaching and research. He is co-author of several books on artificial intelligence and has published and delivered papers on topics as diverse as algorithmic music and recursion theory. In 2002 he was awarded the John M. Smith Prize for Distinguished College or University Teaching by the Maryland-DC-Virginia Section of the Mathematical Association of America. His most recent book is titled Cryptological Mathematics. The Bletchley Park Trust has brought together a group of people who are the outstanding experts on the technology and science developed at this installation during the WWII time period. Frank Carter and John Harper are part of the team that has been rebuilding the tools used to break the German codes.

Using Research Based Curricula and Tools to Promote Active Learning in Introductory Courses
PRISCILLA W. LAWS, Dickinson College, DAVID R. SOKOLOFF, University of Oregon and RONALD K. THORNTON, Tufts University
(A) June 4-6, 2006 in Portland, OR
(B) June 10-12, 2006 in Medford, MA
Apply: CAL
Apply: HAR

Note: Course I will be held at Vernier Software and Tecchnology in Beaverton, OR (near Portland), and Course II will be held at Tufts University, Medford, MA (near Boston). (Participants do not need to have completed Course I to enroll in Course II.)

          Widespread physics education research has shown that a majority of students have difficulty learning essential physics concepts in the best of traditional introductory courses. These Chautauqua courses are designed for those interested in making learning in their introductory course more active either within the traditional course structure of lectures, labs, and recitation hours, or by re-structuring their course (e.g., into a workshop or studio course).
          Participants in these hands-on courses will be introduced to physics education research-based strategies for each component of the introductory course: Interactive Lecture Demonstration (ILDs)s, Web-Based ILDs, RealTime Physics labs, Activity Based Tutorials, Collaborative Problem-Solving Tutorials and Workshop Physics, as well as modeling and video analysis tools. The tools and software used in this workshop are available for Macintosh and Windows computers. Results of studies on the effectiveness of these curricula will also be presented. Those interested in making major changes in their introductory physics programs are especially encouraged to attend.
          Participants will receive current versions of the curricula, along with Teaching Physics with the Physics Suite, a comprehensive book by E.F. Redish (University of Maryland) on strategies for implementing physics education research-based curricula.
          We will discuss the design of introductory physics courses adapted to the needs of institutional settings ranging from small colleges to large universities. We will also explore effective methods for evaluation of the learning of physics concepts and quantitative reasoning skills. Studies have demonstrated substantial and persistent learning by students who have used the materials presented in this course.
          Course I will focus on first semester topics: mechanics, heat and thermodynamics. Use of computers will include data collection and analysis with microcomputer-based laboratory (MBL) tools, basic mathematical modeling using MBL software and spreadsheets, and basic interactive video analysis.
          Course II will focus on second semester topics: electricity and magnetism, oscillations and waves and light and optics. In addition to use of computers for data collection and analysis (using MBL tools) this course will explore more advanced mathematical modeling and more advanced video analysis. (NOTE: Participants do not need to have completed Course I to enroll in Course II.)
          Reasonably priced accommodations will be arranged for these courses.

For college teachers of: introductory physics and other introductory science and mathematics disciplines. Prerequisites: none.

Dr. Laws is a Research Professor of Physics at Dickinson College where she and her colleagues developed a workshop method for teaching physics without lectures. Students in Workshop Physics courses use several related computer applications including spreadsheets linked dynamically to graphs for modeling, microcomputer interfacing for real-time data collection, and video analysis software. She is also co-author of the new text, Understanding Physics. Dr. Sokoloff is Professor of Physics at the University of Oregon where he integrates classroom testing on research-based curricula with the assessment of conceptual learning in introductory courses with large enrollments. He is the principal author (along with Ronald Thornton and Priscilla Laws) of Real-Time Physics--computer-supported active learning laboratories for use in traditional university settings. He is also co-author (along with Ronald Thornton) of Interactive Lecture Demonstrations (ILDs) which are used to create an active learning environment in lecture classes. Dr. Thornton is director of the Center for Science and Mathematics Teaching of the Physics and Education Departments at Tufts University where he directs the development of software for microcomputer-based laboratory (MBL) tools for real-time collection and analysis of data, for modeling and for vector visualization, and curricula designed to be used with these. The center conducts research on student learning in physics. The MBL software has won awards from EDUCOM, Computers in Physics, and the Dana Foundation. He is currently working (with David Sokoloff) on web-based delivery of ILDs, and the development of ILDs in other science disciplines. (RealTime Physics, Interactive Lecture Demonstrations, Workshop Physics, Understanding Physics, Activity Based Tutorials, and Teaching Physics with the Physics Suite are all published by John Wiley and Sons.)

Teaching Introductory College-Level Astronomy and Astrobiology
EDWARD PRATHER and TIM SLATER, University of Arizona
June 3-4, 2006 in Alberta, Canada
Apply: CAL

          Astronomy and its interdisciplinary partner, astrobiology, provide a unique and interdisciplinary environment for teaching the excitement of scientific inquiry to college students. At the same time, high quality teaching presents an ardent challenge because students who most often elect to take interdisciplinary science courses are frequently apprehensive of science and mathematics courses in general. This three-day, interactive teaching excellence workshop will focus on the content and pedagogical dilemmas faculty encounter and develop practical solutions for the troubling issues in curriculum, instruction, and assessment. After reviewing the latest research in the study of the origin and evolution of life on Earth, the search for earth-like extra solar planets, cognitive research on how students learn, participants will define and set measurable student learning goals and objectives for students in their interdisciplinary astrobiology courses and learn to construct effective course syllabi. To improve instruction, participants will learn how to create productive learning environments by using interactive lectures, peer instruction, engaging demonstrations, collaborative groups, tutorials, computer-based laboratories, and observational projects. Participants will also learn how to write more effective multiple-choice tests and implement authentic assessment strategies including portfolio assessment, performance tasks, and concept maps. A short field-trip to nearby the thermal hot springs of Yellowstone National Park is likely.

For college teachers of: all disciplines. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

Dr. Slater is an associate professor of astronomy and the Director of the Science and Mathematics Education Center at the University of Arizona and the author of Learner-Centered Astronomy Teaching. Ed Prather is a research scientist with the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona.

Combined Astronomy Part I: Teaching Astronomy Under Hawaiian Skies and The Great Observatories of Mauna Kea
EDWARD PRATHER and TIM SLATER, University of Arizona, and GILBERT YANOW, NASA/Jet Propulsion Laboratory, Ret.
July 17-19, 2006 in Kona, HI
Apply: CAL

Note: Participants are responsible for their own travel and lodging expenses. There will no specific costs for this workshop, only a nominal registration fee to the NSF Chautauqua Program.The registration fee for enrolling in both Part 1 and Part 2 will be a special price of $75.

          Hawaii provides a unique environment to study astronomy and to provide the excitement of scientific inquiry to students. The Polynesians used the night sky to navigate the Pacific. Typical high quality astronomy teaching often presents a challenge because students, who most often elect to take astronomy courses, are frequently apprehensive of science and mathematics courses in general. This four-day interactive teaching excellence workshop focuses on dilemmas astronomy teachers face and develop practical solutions for the troubling issues in curriculum, instruction, and assessment. In the workshop, after reviewing the latest research about how students learn, participants define and set measurable student learning goals and objectives for students in their astronomy courses. To improve instruction, participants learn how to create productive learning environments by using interactive lectures, peer instruction, engaging demonstrations, collaborative groups, and tutorials. Participants also learn how to write more effective multiple-choice tests and implement authentic assessment strategies including portfolio assessment, performance tasks, and concept maps with the goal of constructing a syllabus and assignments that improve student achievement.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

Ed Prather is a research scientist with the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona. Tim Slater is an associate professor of astronomy and the Director of the Science and Mathematics Education Center at the University of Arizona. The workshop leaders have published numerous articles and books on active learning in astronomy and have coordinated curriculum development and professional development projects for professional societies, NASA, and the National Science Foundation. The presenters also authored Learner-Centered Astronomy Teaching and Lecture-Tutorials for Introductory Astronomy, both published by Prentice Hall. Additional speakers are also being invited to present. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement, He was at JPL for 29 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Combined Astronomy Part 2: Teaching Astronomy Under Hawaiian Skies and the Great Observatories of Mauna Kea
EDWARD PRATHER and TIM SLATER, University of Arizona and GILBERT YANOW, National Jet Propulsion Laboratory ret.
July 20-21, 2006 in Kona, HI
Apply: CAL

Note: Participants are responsible for their own travel and lodging expenses. There will no specific costs for this workshop, only a nominal registration fee to the NSF Chautauqua Program. NOTE: The registration fee for enrolling in both Part 1 and Part 2 will be a special price of $75. There will be a $25 transportation fee for the vehicles on the field trip. High school teachers will be accepted on a space available basis.

          The Summit of Mauna Kea on the Big Island of Hawaii is the world's premier site for ground-based astronomy. The advances in astronomy that will be made over the coming years with the advent of new technologies can be compared to the changes that occurred with the introduction of the telescope. Day one of the course will give the attendees a background in to key some of the observatories key missions, technology and research results. The second a day will be a field trip to visit some of these observatories. The visit will include the 8.1 m Gemini and the 8.3 m Subaru. The extreme altitude (almost 14,000 feet) does restrict access to individuals in reasonably good health. Children under the age of 16 and pregnant women are not permitted to travel to the summit by observatory policy.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

Ed Prather is a research scientist with the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona. Tim Slater is an associate professor of astronomy and the Director of the Science and Mathematics Education Center at the University of Arizona. The workshop leaders have published numerous articles and books on active learning in astronomy and have coordinated curriculum development and professional development projects for professional societies, NASA, and the National Science Foundation. The presenters also authored Learner-Centered Astronomy Teaching and Lecture-Tutorials for Introductory Astronomy, both published by Prentice Hall. Additional speakers are also being invited to present. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement; He was at JPL for 29 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

The Solar System Report
DAVID SEIDEL, NASA/Jet Propulsion Lab. And GILBERT YANOW, NASA/Jet Propulsion Lab,ret.
June 20-22, 2006 at JPL, Pasadena CA
Apply: CAL

Note: Participants are responsible for their own travel and lodging expenses. There are no specific costs for this workshop, only a nominal registration fee to the NSF Chautauqua Program.

          The NASA/Jet Propulsion Laboratory (JPL) has the lead role in the robotic exploration of our Solar System. On August 20th and then again on September 5. 1977, JPL launched Voyager 1 and Voyager 2. These mission revolutionized our vision of the Solar System. Today both of these spacecraft are still traveling through space, with Voyager 1 the most distinct from Earth, human-made object in space. In 1990 the Ulysses mission, for the first time, sent a spacecraft out of the ecliptic - the plane in which Earth and other planets orbit the Sun - to study the Sun's north and south poles. The prime mission concluded in 1995 but Ulysses continued to monitor the Sun. The Topex/Poseidon mission and its follow-up project Jason, allows scientists to chart the height of the seas across ocean basins with an accuracy of less than 10 centimeters (4 inches), affording a unique view of ocean phenomena such as El Niño and La Niña. First rover launch: June 10, 2003. Second rover launch: July 7, 2003. Two Mars rovers, working on opposite sides of Mars, successfully completed their primary mission in April 2004. By that time, NASA's Opportunity rover had discovered evidence in rocks' composition and textures indicating that a body of salty water had once flowed gently across the area where it had landed. Spirit drove more than 3 kilometers (2 miles) to reach a range of low hills where it found exposed bedrock to examine. As of September 2004, both rovers are in extended missions. Cassini-Huygens mission to Saturn was launch October 15, 1997, but only reach Saturn in June 2004. It launched a probe to look in the atmosphere and surface of the Saturn moon Titan.
          The earth observing missions of JPL were used to better understand Katrina and Ritqa. The mars rovers have continued to operate far longer than their design lifetimes--all through 2005. Cassini has sent back new exciting data of Saturn and its family of moons. These are only some of the major studies JPL is carrying on to better understand our Solar System and Earth. This course will have leading scientists and engineers of the missions give us the most current update on the spacecraft and the current scientific findings.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

David Seidel is the K-12 Education Officer at JPL at the Jet Propulsion Laboratory (JPL). In this capacity he works closely with the science team members of the various missions. He also overseas all the K-12 educational materials produced. David acts as the JPL TV commentator during active Mars missions. Mr. Seidel's background is in the field of astronomy and geography. He also holds a master’s degree in science education. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement in 2003. He was at JPL for 29 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Life Beneath the Surface
RITA BELL, Monterey Bay Aquarium
August 14-16, 2006 in Monterey Bay, CA
Apply: CAL

          Consistently rated as America’s best, Monterey Bay Aquarium provides a window to the ocean for nearly 2,000,000 visitors each year. Its world-class exhibits and conservation programs inspire, engage and empower people to conserve the oceans. Monterey Bay Aquarium Research Institute, the aquarium’s sister organization, is a world center for advance research and education in ocean science and technology. Both are situated in the Monterey Bay National Marine Sanctuary, which encompasses one of the worlds most diverse and productive marine ecosystems.
          This course will examine current research being conducted at each institution: Monterey Bay Aquarium, Monterey Bay Aquarium Research Institute and Monterey Bay National Marine Sanctuary. We’ll spend one day at the aquarium, exploring the collections from both sides of the exhibits; learning about jelly and coral culture research projects that support new exhibit development; and looking at problems, issues and findings from our conservation research programs on sea otters, tuna and white sharks.
          The second day, we’ll travel to Monterey Bay Aquarium Research Institute and tour their facilities, then interact with scientists conducting research on the carbon dioxide sequestration in the deep sea, the impact of multidecadal climate patterns on fisheries and coastal processes.           Our final day will focus on the Monterey Bay National Marine Sanctuary projects such as Sanctuary Integrated Monitoring Network (SIMoN). SIMoN effectively integrates existing monitoring programs being conducted by the more than forty research institutions in the Monterey Bay region and identifies gaps in information. We’ll finish the workshop with an opportunity to cruise the sanctuary waters and conduct some monitoring projects of our own. Participants will receive electronic copies of all presentations, data sets and images presented during the workshops.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

RITA BELL organizes various education program to a wide range of groups at the Aqarium. She has developed this multi-day, college level workshop using experts in their fields.

The Ecology and History of the Mojave Desert Region, Desert Studies Center
MICHAEL BONDELLO, Allan Hancock College and ROBERT FULTON, Desert Studies Center
May 26-30, 2006, Desert Studies Center, Baker, CA
Apply: CAL

          The course will start on Friday night, the 26th with an introduction to the ecology of the Mojave National Preserve. Over the remainder of the course there will be field activities to investigate the Preserve's major geological features, its perennial plants, insects, fishes, amphibians, reptiles, birds, and mammals.
          There will be a field trip to visit Willow Wash in the Cima Volcanic Field, with observation of its plant and reptile life, cinder cones and lava flows, the Granite Mountains, the historic Kelso Train Depot, and the Devil's Playground at Kelso Dunes. Other field trips will visit the historic copper smelting site at Valley Wells, the Cima Dome, and Cow Cove Petroglyph Site, higher desert localities along the Cima Road and Cedar Canyon. These visits will expand our understanding of the history of the region by the study of local well-preserved petroglyphs, the evidence of early settlers, and some of the more recent history of the Eastern Mojave Desert.
          Combined fees for room and board for the duration of the course are $160.00. Please contact ncharest@Exchange.FULLERTON.EDU for details as how to pay this fee after registering for the course. There is no mechanism to pay the fee at the field station.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

Michael Bondello is a Professor of Biology at Allan Hancock College. He has specialized in the study of vertebrate zoology and the ecology of desert and tropical regions. He has published on the environmental effects of off-road vehicles on desert vertebrates.. Robert Fulton is the Manager of the Desert Studies Center. He has specialized in the study of pollination ecology, tropical biology, and desert ecology. He has instructed courses in the natural history of the Eastern Mojave and performs on-going research in desert ecology at the Desert Studies Center.