Changing Science Courses to Promote Critical Thinking
CRAIG E. NELSON, Department of Biology, Indiana University
Mar. 5-7, 1997 in Orlando, FL Apply: DAY
Note: This course is cosponsored by and offered at Valencia Community College. Applications
should be sent to the DAY Field Center.
Mature critical thinking is a prerequisite to understanding science and to applying it appropriately. We will begin with an examination of the relations between understanding the nature of science and thinking critically. Mature critical thinking (unlike accurate reasoning, one of its components) can only be done for topics perceived as uncertain and requiring judgment. The continuing history of fundamental change in science, and its resulting dynamic and tentative nature, show that science must be fundamentally uncertain. We will examine the sources of this uncertainty and the various criteria, starting with probability, that allow scientists to decide which theories are (presently) preferable. These decisions are in turn based on various value judgments. (Consider the rationale for a 5% rather than a 1% or a 10% acceptance level.) The second (and main) focus of the workshop will ask the participants to design segments of their courses to help students understand mature critical thinking and apply it to science. The basics include: drawing out uncertainty, articulating the alternatives to which each theory is being compared, making explicit the criteria that discriminate among these alternatives and the values reflected in the choice of those criteria, and using gradations that distinguish among degrees of support and among levels of sufficiency. Our considerations will include both the ways particular topics are presented and some other aspects of course structure. These will include topic choice, presenting the instructor's own history of changing ideas and brief historical overviews, and the use of techniques such as structured small group discussion to increase comprehension, synthesis and application.
Participants should bring with them lecture notes and other teaching materials for some course
segments where critical thinking seems especially desirable. Those who wish to examine the
framework within which we will work should peruse Perry's Forms of Intellectual and Ethical
Development in the College Years and Women's Ways of Knowing by Belenky, et. al. A
summary of Dr. Nelson's approach is given in Chapter 2 of Enhancing Critical Thinking in the
Sciences by Crowe (1989). (Participants in Dr. Nelson's Chautauqua on Creation/Evolution
should consider this course an expansion of the opening segment of that workshop in deciding
whether to apply for this one.)
For college teachers of: all disciplines. Prerequisites: none.
Dr. Nelson teaches biology at Indiana University. He has received major teaching awards from Indiana, Northwestern and Vanderbilt. He has given invited workshops on critical thinking at numerous national meetings and at faculty development programs at colleges and universities in more than twenty states. Critical Thinking has also been a central component in the other Chautauqua short course he has offered in recent years.
Enhancing Creative and Critical Thinking
SIDNEY J. PARNES, Buffalo State University College
May 5-7, 1997 in Atlanta, GA Apply: CBU
Note: This course will be offered at the new Science Center at the Clark Atlanta University
Chautauqua Satellite. Hotel rates may be arranged before a designated cutoff date through CBU.
Short-course participants will be introduced to Creative Problem Solving (CPS) processes applied successfully by innovative instructors in every academic discipline as well as business heads all over the world demanding more creativity in their managers. They will learn the Osborn-Parnes CPS process and will also be introduced to some of the Edward de Bono principles and techniques for more effective thinking. Within the Osborn-Parnes process, are incorporated eclectically many other proven techniques for stimulating both imagination and judgment. All of this is designed to increase student's thinking effectiveness within their subject-matter studies.
This will be a "Hands-On" short-course. Participants will first receive an intensive experiential orientation to Creative Problem Solving. This will include slide-illustrations designed to bring out important principles of creativity. Exercises will also be provided to make significant points experientially.
Participants will then be guided in preparing plans for helping students develop and use more of their thinking abilities while mastering subject matter. The participants will interact with the instructor as a total group, as sub-groups, as dyads and individually.
Participants will learn fundamental principles derived from 50 years of research and practice in
improving both imagination and judgment. They will create ways of building these principles into
their own teaching. Thus, they will be able to innovate effective ways of improving students'
creative and critical thinking abilities while helping them apply these abilities to better appreciate,
understand and master subject matter.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Parnes is Professor Emeritus and Founding Director of the Center for Studies of Creativity and its Master of Science degree program in Creative Studies at Buffalo State University College. The College presented its first "President's Award for Excellence" to Dr. Parnes in recognition of his outstanding contributions in research, scholarship and creativity. Among a number of books on creativity is Source Book for Creative Problem-Solving (1992). It is a 50 year anthology of creative problem-solving techniques and processes. His latest book (to be printed in 1996) will be used in the course. He is a Lifetime Trustee on the Board of the Creative Education Foundation, which presented him its highest award for "Outstanding Creative Achievement" in 1990. He also serves on the Foundation's Advisory Board of the Journal of Creative Behavior.
Course: 3 CLOSED
Cognition and Teaching, Part I
RUTH S. DAY, Duke University
May 14-16, 1997 in Durham, NC Apply; TUCC
Note: This course is cosponsored by and offered at Duke University in Durham, N.C.
Applications should be sent to the TUCC Field Center.
Many professors are delightful outside the classroom; they are fluent, clear, and engaging. However, some undergo a peculiar transformation when they enter the classroom. In the worst cases, they may become confusing and even downright boring. Why? Although many factors may contribute to such transformation, we will examine cognitive aspects of college teaching, according to the following plan. Day #1 - overview of cognitive psychology (including pattern recognition, attention, memory, imagery, and problem solving) and key concepts that have specific implications for teaching (including memory capacity, schemes, and levels of processing); Day #2 - the role of "lecture notes" in helping or hindering good class presentations; Day #3 - systematic individual differences in cognition and their implications for both the teacher and the student.
Throughout the discussion, we will acknowledge the fact that there is no one "best" way to teach.
For example, some professors use verbatim text as lecture notes while others use outlines or
spatial maps. We will examine the cognitive consequences of using each of these alternative
forms of representation; to do so, participants will give 5-minute talks based on material from
their own courses.
For college teachers of: all disciplines. Prerequisites: be scheduled to teach at least one lecture
course during the current or next academic year. Individuals at all levels of teaching "ability" and
experience are welcome.
Dr. Day has done extensive research in cognitive psychology, including perception, memory, comprehension, problem solving, mental representation, knowledge structures, individual differences and cognitive aspects of aging. Her forthcoming book, Cognition and Teaching, incorporates some of the material from this course. She was on the faculties of Stanford and Yale Universities before going to Duke and was also a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford. She was designated one of the "Ten Best Teachers" at Yale, "Distinguished Teacher" at Duke, and "All Star Teacher" by the Smithsonian Institution/Teaching Company.
Promoting Reflective Thinking in Science Classes
DAVE FINSTER, Wittenberg College
Apr. 9-11, 1997 in Rio Piedras, PR Apply: TUCC
June 12-14, 1997 in San Francisco, California Apply: CAL
Note: This course will be held in Puerto Rico in April and in California in June. In Puerto Rico,
this course is cosponsored by the Resource Center for Science and Engineering of the University
of Puerto Rico and is offered at the Rio Piedras Campus. For the offering in Puerto Rico,
applications from the mainland should be sent to the TUCC Field Center. Applications from
Puerto Rico should be sent to the UPR Satellite Center. The offering in California will be held at
the San Francisco State University's Downtown Center. Applications for the offering in
California should be sent to the CAL Field Center.
College faculty are becoming more interested in developing strategies and techniques that help their students think about and create knowledge in their courses rather than have them simply memorize information to be re-visited on an exam. Promoting such critical thinking is no easy task however. Students are often resistant to this increased demand on their minds (and further confused by its purpose!) since they have been largely socialized to view education in more simplistic terms.
Another barrier to easy success in promoting critical thinking is clearly defining what it is within the disciplines. It's hard to teach what is poorly articulated. Further, the skill of thinking is more difficult to measure on traditional exams and rarely surfaces on standardized exams that loom over some courses and departments. Thus, that which is more challenging to test becomes less likely to be taught.
The purpose of this workshop is to explore a process of analyzing science teaching and learning that leads to changes in classrooms and courses. Participants will work on one particular course at the workshop with the goal of revising some, perhaps many, aspects of that course. The lessons learned in this process can spill over into other courses and one's teaching at large.
This workshop will use a process of course design and revision that focuses on a fresh
re-examination of the goals and purposes of a course. We will also examine assumptions that we
and our students hold about the nature of science and the nature of learning. A useful framework
for this examination is the Reflective Judgment model of intellectual development. This stage
model sets out a series of orientations or perspectives that characterize students' assumptions
about how we come to "know something" and how we defend our beliefs. Research with the
model will be described and its application to science teaching and learning will be explored and
described. A "take-home" product of this workshop will be the sharing of new assignments and
strategies among participants for use in your classes.
Dr. Finster is Professor and Chair of the Chemistry Department at Wittenberg University. He received the Omicron Delta Kappa Distinguished Teaching Award for New Faculty in 1984. He has published articles on the application of intellectual development schemes to science teaching in the Journal of Chemical Education and Liberal Education. For the past seven years, he has been on the staff of the Great Lakes Colleges Association Workshop on Teaching and Course Design. He took his B.S. at Bowling Green State University and the Ph.D. from the University of Virginia.
Collaborative Learning Groups in Calculus and Precalculus Courses
CLAUDIA PINTER-LUCKE and CATHERINE HUDSPETH, California State Polytechnic
University, Pomona
Mar. 13-15, 1997 in Pomona, California Apply: CAL
Note: This course will be held at California State Polytechnic University, Pomona.
It has been said that students learn more when they not only write mathematics, but also speak mathematics. Faculty have tried to take advantage of this finding by having their students work in groups, but too many faculty and students have found this to be an unproductive experience.
Collaborative learning is a group process with specific guidelines where students support each other, yet each is individually responsible for learning the material. Faculty can incorporate collaboration on a regular basis or apply it only to special topics. Group sessions can vary from a five-minute discussion to a two-hour workshop. Through collaborative learning, students have the opportunity to approach course material from several directions: reading, writing, drawing, listening, discussing, and explaining. In the process, they develop social skills such as decision-making, communication, and conflict management.
This course is designed for those faculty interested in incorporating collaborative learning into calculus and precalculus courses. The critical components necessary for successful collaboration will be defined and demonstrated. Issues to be addressed include various time modules, content coverage, group management, and effective student assessment. Time will be spent working in collaborative groups, with participants taking on the roles for members of such groups. Participants will devise strategies to use collaborative learning in their courses and will develop materials and activities to use at their institutions.
Those participants who have tried group learning are encouraged to bring two examples of
materials that have been particularly successful or especially frustrating.
For college teachers of: mathematical sciences, physics, engineering, and computer science.
Prerequisites: none.
Dr. Pinter-Lucke is Professor and Associate Chairperson of the Mathematics Department at the California State Polytechnic University, Pomona, where she has used collaborative learning in both classroom and workshop settings throughout her teaching career. She is the lead mathematics faculty member for the nationally recognized Academic Excellence Workshop developed at her campus. Ms. M. Catherine (Kay) Hudspeth, directs the Minority Engineering Program, and has initiated and co-directs the Academic Excellence Workshops at Pomona. She has written (with L. Hirsch) Studying Mathematics and has edited A Handbook for Academic Excellence Workshops. She has made numerous presentations on teaching and learning technical material. She is highly sought as a trainer of faculty and collaborative learning facilitators.
Gender Research and Motivation of Women to Succeed in SEM
SUE ROSSER, Center for Women's Studies and Gender Research, Florida University
June 15-17 1997, in Memphis, TN Apply: CBU
Transformation of curriculum and pedagogy in the sciences to include women and people of color
may provide a model for improving science through increased diversity. In this workshop, a six
phase model will be presented to demonstrate the steps which faculty have taken at several
institutions to transform a science curriculum in which the absence of women and people of color
is not noted (phase I) to an inclusive curriculum (phase VI). As faculty move through the various
phases of curriculum transformation from recognition that most scientists are male (phase II) and
examination of barriers that have prevented women from becoming scientists (phase III) to a
search for women scientists (phase IV) and a focus on work done by women scientists (phase V),
they begin to transform their teaching techniques in the light of their new knowledge. This
changed pedagogy attracts more students from diverse backgrounds to become scientists.
Curricular change combined with transformed pedagogy will result in more scientists from diverse
backgrounds to confront the increasingly complex problems of our scientific, technological
society.
For college teachers of: natural and physical sciences and mathematics. Prerequisites: none.
Dr. Rosser has her Ph.D. in zoology from the University of Wisconsin. She serves as Director for
the Center on Women's Studies and Gender Research at the University of Florida - Gainesville,
where she is also a Professor of Anthropology. She served as Director of Women's Studies at the
University of South Carolina (1986-1995) where she was Professor of Family and Preventive
Medicine in the Medical School. She served as visiting Distinguished Professor for the University
of Wisconsin System Women in Science Project (1993). She was Senior Program Officer for
Women's Programs at the National Science Foundation (1995).
She has seventy journal articles on the theoretical and applied problems of women and science and women's health. She is author of the books Teaching Science and Health from a Feminist Perspective: A Practical Guide, Feminism within the Science and Health Care Professions: Overcoming Resistance, Female-Friendly Science, Feminism and Biology: A Dynamic Interaction, Women's Health: Missing from U.S. Medicine, and Teaching the Majority and served as the Latin and North American Coeditor of Women's Studies International Forum. Her research grant from the NSF was "A USC System Model for Transformation of Science and Math Teaching to Reach Women in Varied Campus Settings."
Constructive Processes In Learning And Teaching
DIANE L. SCHALLERT, The University of Texas at Austin
June 5-7, 1997 in Austin, TX Apply: TXA
It is easy for college teachers to operate "on automatic" when it comes to their teaching duties. True, they are likely to be devoted to incorporating the latest disciplinary knowledge in their lectures. However, in the press of everything else they have to do, worrying about the best way to present that information or about how their students' minds and emotions will be affected is often a low priority for college teachers. This course is intended to provide an opportunity for reflection on some of the latest insights that scholars and researchers interested in the process of learning and teaching have to offer.
Taking first a cognitive perspective, we will discuss how students think, how they use their existing knowledge to filter and interpret everything they observe, hear, and read, and how they change their existing knowledge. We will consider how learning is always a social and cultural experience, reflecting the context in which it occurs. We will then explore the emotional and motivational side of learning, the point of intersection between affect and cognition.
Throughout our discussion of the learning process from cognitive and socio-constructivist
perspectives, we will refer to what practitioners and scholars have had to say about the teaching
process. Thus, course participants should come away with a better understanding of their
students and of how to teach them more effectively.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Schallert is a Professor of Educational Psychology at The University of Texas at Austin where she teaches a course on learning, cognition, and motivation in the undergraduate teacher preparation program, and graduate courses in learning and cognition, psycholinguistics, models of comprehension, and theories of writing. Her most recent research interests have been focused on how affect intersects the thought-language transaction in learners, readers, and writers.
Course: 8 CLOSED
Enhancing Student Success Through a Model "Introduction to Engineering" Course
RAYMOND B. LANDIS, California State University, Los Angeles
ARLENE NORSYM, Univ. of Illinois at Chicago (CBU only)
Mar. 20-22, 1997 in Los Angeles, CA Apply: CAL
May 5-7, 1997 in Atlanta, GA Apply: CBU
Note: This course will be offered in Los Angeles in March and in Atlanta in May. In Atlanta, this
course will be offered at the new Science Center at the Clark Atlanta University Chautauqua
Satellite. In Atlanta, special hotel rates may be arranged before a designated cutoff date through
CBU.
"Sink or Swim." For decades that policy has determined the success or failure of America's freshman engineering students. The general paradigm has been to put up a difficult challenge and "weed out" those that don't measure up. Fortunately, engineering education in the United States is undergoing a revolution. We are in the process of a shift from the "sink or swim" paradigm to one of "student development." Engineering colleges all across the nation are revising their freshman year curricula with the primary goal of enhancing student success.
The short course will discuss the results of a National Science Foundation Course and Curriculum Development grant in which faculty from thirteen universities worked collaboratively to develop and document an Introduction to Engineering course designed to enhance student success by addressing five primary themes: community building; professional development; academic success strategies; personal development; and orientation to the university and the engineering program. Participants will learn the content and pedagogy for accomplishing important objectives under each of these five themes.
The format of the course will be strongly interactive. Emphasis will be placed on group problem
solving and on experiential learning.
Intended audience: engineering faculty, minority engineering program staff, and engineering
student services staff who are working to enhance engineering student success through summer
orientations, formal academic year courses, or formal and informal advising and mentoring.
Prerequisites: none.
Dr. Landis is Dean of Engineering and Technology at California State University, Los Angeles. He is a nationally recognized expert on engineering student retention. He recently authored a text for freshman engineering students titled Studying Engineering: A Road Map to a Rewarding Career. Ms. Norsym is Assistant Dean of Engineering at the University of Illinois at Chicago. She has almost a decade of experience in teaching "student success" courses to engineering students. She is a highly effective group facilitator.
Mathematics Appreciation: A Course for Nonscience Majors
JOSEFINA ALVAREZ, New Mexico State University
June 19-21, 1997 in Austin, TX Apply: TXA
To the uninitiated, mathematics can seem arcane and forbidding. This impression can be dispelled by a teacher who knows how to link mathematics to the wealth of nonscientific knowledge that every student possesses. Mathematics can be demystified if students are encouraged to see it from familiar points of view. It can be seen as a helpful tool in the student's daily affairs, as a strand of cultural history, as a fund of basic insights, and as a way of thinking and communicating.
This course will use an interactive format to explore various aspects of mathematics teaching: course content, class activities, writing assignments, group work, testing, and student feedback. The course aims to help participants decide for themselves what it means to appreciate mathematics and how mathematics may best be communicated to a diverse audience. The methods we will explore can be used in any mathematics course.
Participants will be provided with sample syllabi, materials for use in class activities, and an
extensive bibliography.
For college teachers of: mathematics. Prerequisites: none.
Dr. Alvarez is Professor of Mathematics at New Mexico State University. Her research area is harmonic analysis. She is active in curriculum development and has chaired the departmental undergraduate curriculum committee for the past five years. Dr. Alvarez is coauthor of Mathematics Courses Using Themes, submitted to the Mathematical Association of America.
Precalculus and Calculus: A Fresh Approach
KAREN THRASH, The University of Southern Mississippi, Hattiesburg, MS
June 12-14, 1997 in Memphis, TN Apply: CBU
Traditional freshman calculus courses often succeed in teaching students many algebraic algorithms, but little else. So many "techniques" need to be mastered that there is little time left to encourage students to think about the underlying concepts or the connections between mathematics and other disciplines.
Fresh approaches to calculus, stressing the concepts and applications of mathematics instead of mindless algorithms, has been developed over the past several years under a major NSF initiative. A collaborative group based at Harvard University has written materials designed to put mathematical thinking back into the curriculum. Highlights of the approach include adherence to the "rule of three" - emphasis on numerical, and graphical understanding as well as algebraic representations. In addition, students are frequently asked to interpret and justify their results verbally and in writing. Consortium materials for the first-year calculus course have been widely adopted throughout the country, and the consortium is currently developing materials for multivariate calculus and for precalculus students.
The consortium consists of educators and mathematicians from a wide range of institutions - high
schools, community colleges, small liberal arts colleges, two-year colleges, and major universities.
Due to the diversity of the group, the approach of the new materials is accessible to a wide range
of students. However, using the new curriculum requires a fair amount of rethinking about how
and what to teach as well as developing new ways to present traditional concepts. This
Chautauqua short-course will provide a foundation for teaching from the new materials.
Participants will be given a hands-on look at the types of problems in the course, student and
faculty reactions to the changes in curriculum and pedagogy, and ideas for presenting key calculus
ideas from a different point of view.
For college teachers of: college mathematics and mathematical methods course for preservice
teachers. Prerequisites: participants should have some knowledge of calculus.
Ms. Karen Thrash is a member of the mathematics department at the University of Southern Mississippi in Hattiesburg. She is one of the members of the Calculus Consortium based at Harvard and a coauthor of the text written by the consortium. She is currently working with consortium members to develop materials for the precalculus curriculum.
Using Graphing Calculators to Revitablize Calculus Instruction
THOMAS DICK, Oregon State University
May 29-31 1997 in New York City Apply: SUSB
Note: This course will be offered at the American Museum of Natural History in Manhattan.
Technology has served as a catalyst for the calculus reform movement, forcing a re-examination of both the content and methods of calculus instruction. While powerful computer algebra systems can be used to great advantage, there are tremendous opportunities for the use of a graphing calculator to revitalize calculus instruction. Cost, availability, and ease of use make these tools attractive for implementing calculus reform.
This workshop will examine topics throughout the calculus curriculum and show how new
motivations and approaches can be taken using graphing calculators. Participants will be loaned
graphing calculators for use during the workshop, and will gain hands-on experience through
class-tested activities from the Calculus Connections Project, one of the NSF-sponsored calculus
curriculum efforts. Explorations and investigations involving the topics of limits, continuity,
derivatives, integrals, sequences and series, and function approximation will be discussed. Also,
issues of classroom dynamics and testing will be addressed.
For college teachers of: calculus. Prerequisites: interest in teaching calculus.
Thomas Dick is a professor of mathematics at Oregon State University and is the director of the Calculus Connections Project. He is co-author, along with Charles Patton of Calculus, published by International Thompson Publishers. These calculus curriculum materials are in current use at approximately 400 institutions nationwide. Dr. Dick is a member of the editorial board for the Journal of Computers in Mathematics and Science Teaching.
Use of the Maple Symbolic Computing System in Science and Mathematics Instruction
ZAVEN A. KARIAN and RON R. WINTERS, Denison University
May 7-9, 1997 in Dayton, OH Apply: DAY
Symbolic computing systems, such as Maple and Mathematica, combine the ability to manipulate mathematical symbols with the numeric and graphic capabilities typically found in spreadsheets and calculators. With such systems we can obtain solutions of differential equations, finite and infinite sums, and definite and indefinite integrals in either numeric or symbolic form. The symbolic form generally provides the insight into the roles that various parameters play in scientific models. Unfortunately, in traditional courses, an inordinate amount of class time is expended in obtaining such solutions--sometimes at the expense of adequate discussion of the underlying principles that models represent. The course will cover the requisite language and syntax for the use of the Maple symbolic system in the setting of undergraduate science and mathematics courses. It will be a mixture of lectures/demonstrations and hands-on work by participants.
In the lecture/demonstration part of the course the instructors will provide an introduction to Maple and illustrate the pedagogic uses of symbolic computation. Depending on the participants' interests, examples will be chosen from biology, chemistry, computer science, economics, geology, mathematics, physics, and statistics. Many of these examples were developed by 17 science and mathematics faculty at Denison University with the support of grants from FIPSE and the W. M. Keck Foundation. A library of examples, classroom demonstrations, and the tutorial session used in this course will be distributed on DOS and Mac disks. During the hands-on sessions participants, with the assistance of the instructors, will develop their own course materials (demonstrations, exercises, etc.) specific to the courses that they teach.
Throughout the course we will have discussions of the pedagogical advantages and shortcomings
of the use of symbolic computing: Does this approach allow us to cover a broader range of topics
or cover a given topic in greater depth? Does the use of Maple improve a student's
understanding of fundamental principles? How might this impact be assessed?
For college teachers of: mathematics and science. Prerequisites: the specific choice of the
software will be the Maple symbolic computing system. Participants should be familiar with the
use of microcomputers; familiarity with Maple is not necessary.
Dr. Karian has taught at Denison University since 1964, where he currently holds the Benjamin Barney Chair of Mathematics. In addition to a number of articles, he has authored (with Elliot Tanis) Probability and Statistics Explorations with Maple, and edited a volume for the MAA (Mathematical Association of America) on symbolic computation (Symbolic Computation in Undergraduate Mathematics Instruction, MAA Notes #24, 1991). Dr. Winters has taught at Denison University since 1966, where he currently holds the Tight Family Chair of Physical Sciences. He is a Fellow of the American Physical Society and has been recognized as one of the outstanding researchers at Ohio liberal arts colleges by the Association of Independent Colleges and Universities in Ohio. He has authored more than 20 papers that deal with symbolic computing in science instruction.
Simulation and Monte Carlo Techniques
LEON STEINBERG, Department of Mathematics, Temple University
Apr. 17-19, 1997 in Philadelphia Apply: TUCC
The advent of high-speed computers has made it possible to access the probable consequences of many designs and experiments before walking into the laboratory. By taking random samples from urns, probability distributions, card decks, and other populations one can rapidly get a "feel" for the behavior of a system.
This course will cover the basic mathematics behind the techniques for selecting samples and evaluating results. A wide range of examples will be considered from the bubble gum problem to solving Laplace's equation, from waiting line problems at the super market to evaluating multiple integrals, from the birthday and hat-check problems to diffusion models and the failure of systems.
Access to computing facilities will be available although students can choose to concentrate upon the theoretic aspects of the material. The course will consider efficient computing techniques and the meaningful presentation of results. Problems will be presented for student solution.
The material lends itself to a stimulating upper level undergraduate course synthesizing ideas from
probability, computer science, statistics, experimental design and integral geometry.
For college teachers of: all sciences and mathematics. Prerequisites: a basic knowledge of
probability and an upper-level language such as BASIC or PASCAL will be helpful but not
necessary.
Dr. Steinberg has been an industrial mathematician and consultant for over thirty years and has been involved in many projects involving the ideas to be presented. He has often taught an undergraduate course covering the same material. His interest and papers include computer-aided design, combinatorics and convex polytopes. He is past chairman of the department.
Exploring Modern Statistics
BORIS IGLEWICZ, Temple University
May 12-14, 1997 in Rio Piedras, PR Apply: TUCC
Note: This course is cosponsored by the Resource Center for Science and Engineering of the
University of Puerto Rico and is offered at the Rio Piedras Campus. Applications from the
mainland should be sent to the TUCC Field Center. Applications from Puerto Rico should be sent
to the UPR Satellite Center.
Recent advances in computer technology provide an opportunity for a revolutionary change in the way basic statistics is taught. Past emphasis on calculator usage and formula memorization is rapidly changing into emphasis on the graphical and analytic interpretation of statistical software output. An important aim of this course is to explore the simple new statistical tools available in popular statistical software packages using data generated by the attendees, or obtained from newspapers, the internet, and other sources. Data will be chosen to illustrate current issues of interest in the natural and social sciences, health, business, quality improvement, forecasting, and polling. Course attendees will become active participants in this effort. The goal is to model a modern interactive approach that course participants should find stimulating enough to critically evaluate for use in their classes. Although statistical software will be discussed and illustrated, the personal computer will not be used in the class.
Although many students have the impression that statistics is a dull and difficult subject, an interactive statistics course can be simultaneously an educational and pleasant experience. We will illustrate ways to make a basic statistics course become a fun experience.
Few fields can be applied to as many areas as statistics, spanning from environmental science to
history, and to the law. One reason is the need for statistical tools when analyzing data. Of equal
importance is the need to design the investigation, model the problem, and make appropriate
conclusions at the end of the study. Participants will be given the opportunity to take part in a
number of investigations, help design the experiments, and make appropriate conclusions based
on both graphic and analytic statistical tools. The course will end with a critical discussion of
appropriate strategies for teaching undergraduate statistics.
For college teachers of: mathematics, statistics, and the sciences. Prerequisites: some
knowledge of elementary statistics, interest in teaching statistical concepts.
Professor Boris Iglewicz is Professor of Statistics and Director of the Biostatistics Research Center at Temple University. He has served as that Department's Chair and also as the Director of the Statistics Graduate Program. Publications include over 30 professional papers, two books, and chapters in books in the areas of mathematical reasoning, graphical statistical methods, medical, pharmaceutical, and occupational statistics, survey sampling, and quality improvement. Dr. Iglewicz is a Fellow of the American Statistical Association and of the Royal Statistical Society, Senior member of the American Society for Quality Control, and an elected member of the International Statistical Institute. He has extensive experience in teaching short courses.
Statistics: An Indispensable Tool for Decision-making in the Modern World
RICHARD L. SCHEAFFER, University of Florida, Gainesville
June 29-Jul. 1, 1997 in Memphis, TN Apply: CBU
Modern Society, sometimes called the information age, is built around quantification of issues and interpretation of data. Surveys determine the unemployment rate, the consumer price index, what products are sold in the stores, and what shows remain on television. Experiments determine which drugs are medically safe as well as effective and how to design a faster computer. Nowhere is quantification making a larger impact than in the world of business and industry, where quality improvement techniques have revolutionized management styles and manufacturing methods. To be done correctly, this collection and interpretation of data depends upon statistical methods. Anyone, then, who desires to be an effective decision-maker should have some knowledge of statistical principles and practices. This is one of the main reasons for the increasing enrollments in introductory statistics courses at colleges and universities around the country. Even non-quantitative disciplines see value in their students having quantitative decision-making skills.
To capture the interest of today's students, who have grown up in a world of fast-paced TV commercials and video games, the teaching of a supposedly dull subject like statistics must move away from lecture and listen methods to innovative methods that involve the students in the learning process. A natural place to start is with data that intrigues the students so much that they desire to get involved in the analysis. This can be followed by collecting data on subjects of interest to the students and by designing simulations of real-world events. The questions posed by the students and the data generated to answer these questions then determines the statistical techniques that will be either "discovered" by the students or presented for use by the instructor. Statistics, then, becomes a model for problem solving rather than a set of mysterious formulas.
Participants in the workshop will be given opportunities, individually and in small groups, to
practice the techniques of learning and teaching statistics through activities designed to cover the
important concepts that should be part of any modern introductory statistics course. Many of the
activities come from the NSF-funded Activity-Based Statistics project, which is developing
hands-on laboratory-type activities for the teaching of introductory statistics. Modern statistical
software appropriate for introductory courses will be demonstrated.
For college teachers of: mathematics and statistics. Prerequisites: some knowledge of
elementary statistics and use of computers, interest in teaching statistics.
Dr. Scheaffer, Ph.D., in statistics, is Professor of Statistics, at the University of Florida. He was chairman of the Department for a period of 12 years. Research interests are in the areas of sampling and applied probability, especially with regard to applications of both to industrial processes. He has published over 40 papers in the statistical literature and is co-author of four textbooks covering aspects of sampling, probability and mathematical statistics. In recent years, much of his effort has been directed toward statistics education throughout the school and college curriculum. He was one of the developers of the Quantitative Literacy Project in the United States that formed the basis of the data analysis emphasis in the mathematics curriculum standards recommended by the National Council of Teachers of Mathematics. He continues to work on educational projects at the elementary, secondary and college levels, and is currently the director of an NSF-funded project entitled Activity-Based Statistics. Dr. Scheaffer is a Fellow of the American Statistical Association, from whom he has received a Founder's Award.
Retaining Minority Students in the Engineering, Mathematical and Natural Sciences
Educational Pipeline: Pre-College through Graduate Degrees
MELVIN R. WEBB, Atlanta Comprehensive Regional Center for Minorities, Clark Atlanta
University, GA
Mar. 9-11, 1997 in Atlanta, GA Apply: CBU
Note: This course will be offered at the new Science Center at the Clark Atlanta University
Chautauqua Satellite. Lodging is available at the OMNI-CNN hotel in downtown Atlanta.
Reduced hotel rates may be arranged before a designated cutoff date through CBU.
The course will present a model that has a documented track record in addressing the under-representation of minorities and females in the engineering, mathematical, and natural sciences. The course will highlight proven strategies for identifying, recruiting, and retaining minority and female students in the engineering, mathematical and natural sciences educational pipeline from pre-college through graduate degree programs. Focusing on programs developed and operated at Clark Atlanta University since the 1970's, the course will provide opportunities to explore the curriculum and instructional strategies of the Saturday Science Academy, an enrichment program for students in grades 3-8; the Junior High School Summer Science Program; and the Summer Science, Engineering and Mathematics Institute for high school students. The course will also feature our highly successful Pre-Freshman Summer Bridge Program for the Mathematical and Natural Sciences.
Using a highly interactive format, participants will be exposed to techniques to assist students to
become more successful learners of mathematics and science through activities to promote the
development of student-managed academic support systems. Participants will also learn how to
become effective teachers, advisors and mentors of their students and how to organize and run
effective pre-college academic enrichment programs in mathematics and the sciences. Time will
be provided to discuss sources of funding for pre-college programs and the development of
successful proposal applications.
For college teachers of: engineering, mathematics, and natural sciences, directors of minority
programs and faculty who run pre-college programs or who have an interest in starting
pre-college programs for minorities and other students.
Dr. Webb is the Director of the Atlanta Comprehensive Regional Center for Minorities; the Office of Naval Research Program and the Howard Hughes Medical Institute Program at Clark Atlanta University.
STS TO-DAY: Overview and Case Studies on "Biotech-Biodiversity" and "Food Issues"
RUSTUM ROY, Professor of the Solid State, Professor of STS
HECTOR FLORES, Professor of Plant Pathology
MANFRED KROGER, Professor of Food Science
Mar. 10-12, 1997 in Rio Piedras, PR Apply: TUCC
July 20-22, 1997 in State College, PA Apply: PITT
Note: This course will be offered in Puerto Rico in March and Pennsylvania in June. In Puerto
Rico, this course is cosponsored by the Resource Center for Science and Engineering of the
University of Puerto Rico and is offered at the Rio Piedras Campus. For the offering in Puerto
Rico, applications from the mainland should be sent to the TUCC Field Center and applications
from Puerto Rico should be sent to the UPR Satellite Center. The offering in Pennsylvania will be
at Penn State University. Applications for the offering at Penn State should be sent to the PITT
Field Center.
This symposium is intended for STS teachers and practitioners, including faculty teaching in other
disciplines from the humanities to particle physics. It begins with an overview of the status of the
field and the content and "Laws" of STS. Then it treats in detail two case studies: (1)
Biotechnology-biodiversity and (2) Food issues.
(1) The former will recap the status of biotechnology, today, and deal with some of the key
environmental issues. The introduction of genetic engineering technology into the agricultural
and medicinal systems pose issues ranging from loss of privacy to decreased sustainability, loss of
biodiversity, etc.
(2) The food issues will bring the students up to speed on the world and national picture on the
food system. Impacts of high-tech and sustainable agriculture on resources, on the environment,
and on the consumer in the marketplace will be covered. Biotechnology and food technology are
becoming more intertwined. Should this trend be encouraged or discouraged?
For college teachers of: STS and practitioners, including faculty teaching in other disciplines from
humanities to particle physics. Prerequisites: none.
Rustum Roy is Evan Pugh Professor of the Solid State, Professor of Geochemistry and Professor of Science, Technology and Society at The Pennsylvania State University. In the STS field Professor Roy is recognized as one of its founding fathers. His specialties cover science policy, science education and the science-religion interface. He has written major books and 100's of articles in these fields; and has given the prestigious Hibbert Lectures in science and theology in London. Manfred Kroger is a professor of Food Science and Science Technology and Society at The Pennsylvania State University. Author or co-author of 53 papers in refereed food science journals, 28 book chapters and about 150 book reviews. He was awarded with the Lindback Award for Outstanding Teaching in 1983. Hector E. Flores is a professor of the Department of Plant Pathology/Biotechnology Institute at The Pennsylvania State University.
Course: 18 CLOSED
Interdisciplinary Science Education: A Model Course
CHARLES M. WYNN, Eastern Connecticut State University, and
ARTHUR W. WIGGINS, Oakland (Michigan) Community College
May 22-24, 1997 in Austin, TX Apply: TXA
While the educational value of offering interdisciplinary science courses is documented by the AAAS, the National Research Council, and the White House, translation of this idea into practice is problematic. College science teachers are understandably hesitant about becoming involved in the design and implementation of courses in which they are not formally trained.
This forum will provide a model syllabus that can readily be tailored to individual needs. Its underlying theme is a scientific method of inquiry in which observations or problems suggest hypotheses, hypotheses generate predictions, and predictions are checked by experiments. When experiments do not bear out predictions, the hypotheses are modified or recycled. This method of inquiry is applied to five major hypotheses, which can arguably be considered the five most important ideas in natural science: physics' model of the atom (what atoms look like); chemistry's periodic law (relationships among various kinds of atoms); astronomy's big bang theory (where atoms came from); geology's plate tectonics model (one result of the big bang); and biology's theory of evolution (how atoms came to life). Each hypothesis leads smoothly to the next, thereby giving a holistic view of the sciences.
The sciences are then contrasted with the arts. Similarities as well as differences are pointed out. A study of ethics bridges the gap from the sciences to the applied fields wherein decisions involving ethical parameters are made. Ethical and scientific parameters are merged through benefit/risk analysis. This technique is applied to major societal concerns.
Interdisciplinary courses are often team-taught in tandem by two or more instructors. This one
will be presented in a variation that has great pedagogic advantage: interactive team teaching.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Wynn is Professor of Chemistry at Eastern Connecticut State University. He is listed in the National Directory of Science Literacy Consultants of the Society for College Science Teachers. Arthur Wiggins is Professor of Physics and Department Head of Physical Sciences at Oakland Community College in Michigan. He is co-author with Dr. Wynn of the textbook, Natural Science: Bridging the Gaps.
Teaching Science, Engineering, and Mathematics in a Distributed Multimedia
Learning Environment
JACK M. WILSON, Rensselaer Polytechnic Institute
July 10-12, 1997 in Pittsburgh, PA, and Troy, NY, Apply: PITT
and San Luis Obispo, CA
Note: This course will be offered simultaneously at Rensselaer Polytechnic Institute, at the University of Pittsburgh and the State University of California at San Luis Obispo. This course will be a live, interactive distance learning environment as described below. Applications should be sent to the PITT Field Center.
What happens when the new multimedia distance learning materials, such as the CUPLE Physics Course, the Electronics and Instrumentation Studio, or other materials are combined with desktop video conferencing, and the new distance learning tools that would allow remote students to participate in the class? A distributed multimedia learning environment is created. In this course, participants will be introduced to the creation and use of
multimedia environments and to the new tools and technologies for distance learning. The course will be offered at the three sites using network delivery of video, audio and control information. This will be an experimental workshop that will extend the technology as far as we are able at the time of the course. The visual and auditory communication is enabled by multipoint video conferencing using Integrated Services Digital Network (ISDN) facilities. The two-way video communication is integrated into the desktop computer environment via a video window on the computer screen. Instructors and students may control MS Windows-based applications on the other participants' workstations. The shared applications may include instructional applications, text and graphics screens, animation, video clips and audio clips to enhance learning and collaboration.
We will focus on the creation of stand-alone and network capable multimedia materials for
introductory courses in science, mathematics, and engineering. Examples will be shown in each
area.
For college teachers of: science and engineering. Prerequisites: some experience with Windows
95
Dr. Wilson is Dean of Undergraduate and Continuing Education at Rensselaer Polytechnic Institute where he also serves as a Professor of Physics. He is also the Director of the CUPLE project, and served as the Executive Director of the American Association of Physics Teachers from 1982-90. His work at Rensselaer has been recognized by the 1995 Theodore Hesburgh Award from TIAA/CREF, the 1995 Boeing Prize, and the 1996 Pew Prize. All of these national awards cite the creation of new learning materials and new learning environments as a breakthrough in undergraduate education.
Course: 20 CLOSED
Promoting Active Learning in Introductory Physics Courses
PRISCILLA W. LAWS, Dickinson College
DAVID R. SOKOLOFF, University of Oregon
RONALD K. THORNTON, Tufts University
June 5-7, 1997 in Eugene, Oregon Apply: CAL
Note: This course will be held at the University of Oregon. Enrollment is limited to 30
participants.
This course is designed for those interested in making major changes in introductory physics courses or in any other introductory science courses. Widespread physics education research has shown that a majority of students have difficulty learning essential physical concepts in the best of our traditional courses. A number of physics teachers are attempting to address this problem. In this course, we will focus on giving participants direct experience with methods for promoting active learning.
Participants will explore activities from several successful curriculum development projects which share common goals and techniques. The curricula include: (1) Tools for Scientific Thinking, (2) Workshop Physics, and (3) Real-Time Physics. Although each of these programs is designed for use in a different educational setting, they are all based on outcomes from physics education research and the comprehensive use of microcomputers for data collection and analysis. The microcomputer-based tools are available for both Macintosh and MS-DOS computers, and both machines will be available during the course.
We will discuss adaptation of curriculum materials to a range of institutional settings including
small colleges and large universities. Samples of curricula will be given to all participants, and
strategies for better integration of lecture and laboratory sessions by means of a series of
interactive lecture demonstrations will be discussed. Studies have demonstrated substantial and
persistent learning of physics concepts by students who have used these materials. We will also
explore effective methods of evaluation of conceptual learning.
For college teachers of: introductory physics and other introductory science and mathematics
disciplines. Prerequisites: none.
Dr. Laws is a Professor of Physics at Dickinson College where she and her colleagues have 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. Dr. Sokoloff is an Associate 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 investigator of the Real-Time Physics curriculum development project which involves the development of sequenced laboratory modules for use at large universities. Dr. Thornton is the director of the Center for Science and Mathematics Teaching of the Physics and Education Department at Tufts University where he directs the development of software and curriculum to allow teachers to use microcomputer-based laboratory (MBL) tools for real-time data collection and analysis. The center conducts research on student learning in physics. The BML software has won awards from EDUCOM, Computers in Physics, and the Dana Foundation.
Course: 21 CLOSED
Teaching Introductory Astronomy
GARETH WYNN-WILLIAMS, Institute for Astronomy, University of Hawaii
May 22-24, 1997 in Green Bank, WV Apply: DAY
Note: This course is offered at the National Radio Astronomy Observatory in Green Bank, West
Virginia. Applications should be sent to the DAY Field Center. Limited on-site lodging and
meals will be available.
College faculty are frequently called upon to teach undergraduate astronomy courses even when their own field of specialization is in another science. This course is designed to assist in organizing such a course, and starts from the premise that astronomy is an ideal tool for communicating a broad range of scientific ideas to liberal-arts students.
In this workshop we will examine various approaches to teaching elementary astronomy lecture classes. Among the topics to be covered are:
Overview of the Universe and its contents
Designing a syllabus
Including or avoiding mathematics
Linking astronomy with other sciences
Making astronomy relevant to students
Using astronomy to teach the scientific method
Visual aids and other teaching tools
Choosing a text
Participants will tour the Green Bank facility, including the new Green Bank Telescope currently
under construction. It will be the world's largest fully steerable single dish radio telescope. Also,
a 40-ft. diameter radio telescope will be provided for the use of those taking the course.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Wynn-Williams is a Professor of Astronomy and Chair of the Astronomy Graduate Program at the University of Hawaii. In his research he uses infrared and radio telescopes to study the formation of new stars in interstellar gas clouds and in the nuclei of distant galaxies.
Introducing Observational Astronomy into the Introductory Astronomy Course Through the Use of Equipment, Activities, and Internet Resources
BRUCE HANNA, Pretlow Planetarium, Old Dominion University
ALAN SILL, Department of Physics, Texas Tech University
DAVID WRIGHT, Department of Physics, Tidewater Community College
June 18-20, 1997 in Norfolk, VA Apply: DAY
Choosing and integrating observational equipment into astronomy courses can be very challenging to the beginning astronomy instructor. This course will familiarize participants with the selection and operation of various types of equipment used by astronomers. During the course, participants will be based at Old Dominion University which has a full size planetarium and operates astronomy labs for over 250 students each semester using a variety of observational activities. One day will be spent on a field trip to the Virginia Beach Campus of Tidewater Community College where participants will use a telescope equipped with a charged coupled device, work in computer assisted labs, and have a special session devoted to internet resources in observational astronomy. Tidewater Community College also has an inflatable planetarium which will be displayed for the participants.
The equipment used during the course will represent a variety of price ranges but an emphasis will
be placed on reasonably priced material for colleges with limited budgets. Hands-on use of all the
observational equipment is stressed so that participants will build confidence in selecting
equipment at their home institution.
For college teachers of: introductory science. Prerequisites: none.
Bruce Hanna has been the planetarium director and astronomy instructor at Old Dominion University for over 20 years. He has designed courses for observational astronomy that have been used at Old Dominion University and Public Broadcasting Stations throughout the country. During the 1985-86 Halley's Comet encounter, he headed the only International Halley's Comet watch done in the Caribbean. A long time "backyard astronomer", he has collected a large array of portable equipment for his students. He is presently in charge of the construction project of Old Dominion University's student observatory. Alan Sill teaches introductory astronomy and physics at Texas Tech University where he conducts research in particle physics and serves as observatory coordinator. His interests in astronomy have allowed him to create a large commercial web site in support of a popular introductory textbook in astronomy. David Wright has been teaching physics at Tidewater Community College for over 20 years. Over the past 10 years, he has developed an astronomy program that involves observational assignments, computer activities, and student writing assignments. He is also recognized for his work with the physics of amusement park rides and has appeared on national television with his demonstrations.
Using New Technologies for Teaching Introductory Astronomy
TERRY FLOWER, College of St. Catherine, MN
June 5-7, 1997 in St. Paul, MN Apply: NIU
Note: This course will be offered at the College of St. Catherine in St. Paul, MN. Applications
should be sent to the NIU Center.
Introductory astronomy courses are typically enrolled by liberal arts students and frequently taught by non-astronomers without vast experience and background in astronomy and relevant teaching strategies. This course is designed to empower two or four year college faculty without extensive astronomy background to strengthen both the content and delivery of the introductory course using the newest technologies available.
Participants will use observational and instructional technologies that can enhance existing courses and design new ones. Extensive work with the internet as a source of content material and laboratory data for image analysis will be applied. The course will be taught primarily in a non-traditional networked physics lab designed for interactivity and multi-media presentations. Use of computer planetarium programs, laser discs and CD-ROM materials will be practiced. The College's observatory will be available to CCD imaging, astrophotography and group activities. A visit is planned to the University of Minnesota's O'Brien Observatory in Marine, Minnesota where a 30" telescope is used for both infrared and CCD astronomy.
The goal of this course is to make the exciting field of astronomy become real for our students.
Then, the classroom will become the key to unlock the magic of learning through discovering the
universe.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Flower is a professor of physics and astronomy and endowed professor of science at the College of St. Catherine. He uses the world wide web as a backbone for this interactive multimedia astronomy program. He conducts research using infrared and CCD photometry and actively involves students in astronomical research.
Hubble, Then and Now
GIL YANOW, NASA/Jet Propulsion Laboratory
June 18-20, 1997 in Pasadena, CA Apply: CAL
Note: This course will be offered at the Jet Propulsion Laboratory
The purpose of this short course will be three-fold. After the initial class meeting at the JPL on the morning of the 18th, we will move to Mount Wilson Observatory to observe the 100-inch telescope that Edwin Hubble used to revolutionize our concept of the Universe.
We will compare Hubble's technology with the new technology that now exists on Mt. Wilson. JPL scientists have helped to develop the computer remote control systems for telescopes at this observatory. Students in all parts of the world are now doing astronomical research from their home sites using these instruments. Participants in this course will be able to take advantage of this facility for use in their classes. We will wait until dark and do some amateur observing of the California night sky from Mt. Wilson, weather permitting.
On the 19th, we will spend time discussing some of the most recent JPL programs such as the
Cassini Mission. Participants will leave this day with a detailed set of references on the design and
technology of such an advanced "in situ" astronomical project. We will highlight the modern
Hubble on the 19th. The optical problems and the associate fixes will be discussed and then we
will look at examples of astronomical results of this "eye in the sky." To complete the course, we
will have a half-day tour of JPL on the morning of the 20th.
For college teachers of: physics, mathematics, electronics and engineering. Prerequisites: none.
Dr. Yanow is presently head of the JPL Educational Outreach Program, Public Education Office and has been at JPL for over 19 years. He has worked in the areas of high speed, real gas dynamics and solar energy applications. He has been actively involved in professional development of teachers at all levels and has worked extensively in curriculum development projects.
Course: 25 CLOSED
A Radio View of the Universe and the New Green Bank Telescope
FELIX J. LOCKMAN and STAFF, National Radio Astronomy Observatory
May 19-21, 1997 in Green Bank, WV Apply: DAY
Note: This course is cosponsored by and offered at the National Radio Astronomy Observatory in
Green Bank, West Virginia. Applications should be sent to the DAY Field Center. Limited
on-site lodging and meals will be available.
For millennia our understanding of the universe was based only on the information carried to us by visible light. Today human vision is enriched by the knowledge provided by the full complement of electromagnetic radiation. Radio astronomers provided the initial breakthrough and their study of cosmic radio waves has revealed unsuspected components of the universe.
Quasars. Powerhouses at immense distances whose energy content equals that of thousands of galaxies but whose dimensions are on the scale of the solar system.
Pulsars. Spinning, magnetized, dead cores of exploded stars whose radio signature is repetitive, periodic pulses.
Interstellar Molecules. More than 100 molecules, some complex and organic, have been identified by the narrowband signals they radiate.
Cosmic Background Radiation. The echo of the primordial fireball. Remnant radiation left over from the big bang origin of the universe.
These constituents will all be discussed. In addition, since the course will be held at the telescope
site, the instruments used to study them will be described and inspected, including the new Green
Bank Telescope currently under construction. It will be the world's largest fully steerable single
dish radio telescope. Also, a 40-ft. diameter radio telescope will be provided for the use of those
taking the course.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Lockman is Assistant Director of the National Radio Astronomy Observatory in charge of its Green Bank Operations. His research interests are the structure of the Milky Way and interstellar matter. The staff includes other scientists, electronics engineers and programmers.
Glaciers in Alaska
KRISTINE J. CROSSEN, Department of Geology
University of Alaska Anchorage
July 7-9, 1997 CLOSED in and near Anchorage, AK Apply: DAY
July 11-13, 1997 (This is a new Listing)
Note: This course is cosponsored by and offered at the University of Alaska Anchorage.
Applications should be sent to the DAY Field Center. This course has a participant fee of $210
(in addition to the application fee), which covers boat, train and van travel on field trips,
admission to certain sites, and other course-related expenses. Optional reduced rate lodging will
be available.
This course is a three-day field study of glaciers in southcentral Alaska. It includes an introduction to glacial processes and landforms, and a viewing of different types of glaciers including small cirque glaciers, valley glaciers, and glaciers calving into lakes and tidewater. Locations to be visited include Portage Lake, Prince William Sound, and Matanuska Glacier.
Approximately the first half-day will be spent in classroom discussion of glacial processes. The remaining portion of the day will involve a trip along the scenic Turnagain Arm fjord to Portage Lake and a boat tour to the terminus of the iceberg-calving Portage Glacier. The second day will be a trip to Matanuska Glacier. It will include light hiking on good trails. There will be hiking along the terminus of the glacier and onto the ice itself to view ice structures and modern glacial processes. For walking on glaciers, warm clothes, daypacks, and hiking boots are required. The third day will be a full-day boat trip out of Whittier to view fjords and tidewater glaciers in Prince William Sound (College Fjords). This trip includes a combined two hours each way by van and train. Some modification to this schedule may be made at the time of the course.
Those interested in a fourth day on Thursday can take a commercial trip from Anchorage to
Resurrection Bay and Kenai Fjords National Park. Details of this trip will be discussed at the
course.
For college teachers of: any discipline. Prerequisites: none, beyond an interest in the natural
sciences.
Dr. Crossen is chair of the Department of Geology at the University of Alaska Anchorage. She has offered a number of short courses on glaciers. Her current research involves surveys of Alaskan glaciers.
Earthquakes
THOMAS HEATON, California Institute of Technology
June 19-21, 1997 in Pasadena, California Apply: CAL
Note: This course will be held at California Institute of Technology.
This short course will focus on earthquake phenomena. The course will begin with a brief discussion of the design and capabilities of different seismographic systems. Various examples of the types of waves that travel in the earth (e.g. P waves, S waves, surface waves, etc.). Participants will be shown examples of these different wave types as seen in seismograms recorded at a wide range of distances from earthquakes.
The second part of the course will describe earthquake phenomenology. Where, when and how large are earthquakes? Methods for measuring the size of earthquakes (magnitude scales) will be described. The global distribution of earthquakes will be discussed. Where are the largest earthquakes? What are the statistical properties of earthquakes, such as number of earthquakes versus size? What is the nature of foreshocks and aftershocks? The third part of the course will focus on the problem of potentially damaging ground motions. How does the ground move in close to large earthquakes and what types of buildings are most vulnerable? How do engineers design a tall building to survive earthquakes? What are the probabilities of strong shaking for different regions?
The final part of the course will discuss the basic physics of earthquake ruptures. What is the
nature of slip on a fault during an earthquake? What is the stress and strength of the crust? And
finally, are earthquakes in any way predictable?
For college teachers of: physics, geology, geophysics, engineering and physical science.
Prerequisites: none.
Dr. Heaton recently became a Professor of Engineering Seismology of the California Institute of Technology with a joint appointment in the Division of Engineering and Applied Science and the Division of Geological and Planetary Science. Prior to this appointment, he was a research geophysicist, with the U.S. Geological Survey in their Pasadena Office, responsible as Project Chief of the Southern California Seismic Network. He was also the Coordinator of the USGS earthquake program in southern California. He has written numerous research papers in the fields of strong ground motion modeling, earthquake source physics, earthquake hazards in the Pacific Northwest, earthquake warning systems, and tidal triggering of earthquakes.
Who Needs Magnetic Fields?
JACK E. CROW, Director, National High Magnetic Field Laboratory (NHMFL)
June 12-14, 1997 in Tallahassee, FL Apply: TUCC
Note: This course is cosponsored by and offered at the National High Magnetic Field Laboratory
in Tallahassee, FL.
We all do, of course, but increasingly so in many areas of the biological as well as the physical sciences. In this course, we will learn of the most recent advances in magnetism and magnetic applications at the world's largest facility (NHMFL) devoted to this subject and at the laboratory which has achieved the world's highest magnetic fields.
Over a thousand years ago, lodestones, a magnetic mineral, became one of the first examples of applications of magnetism benefiting society, i.e., the compass. Since those early beginnings, magnetism has grown to the point where it impacts on broad areas of science and technology and most aspects of our life. For example, magnetic resonance imaging has become a major diagnostic tool for medicine with many new areas in functional imaging and chemical spectroscopy emerging in recent years. In addition, the magnetic force has become a critical tool in studying new materials including semiconductors, superconductors, polymers, and many other systems. While it is generally known that magnets are an essential component of electrical motors and generators, they are also used in a large number of new and emerging technologies. Today, magnets are impacting transportation, (for example, magnetically levitated trains and Lorentz force powered boats); energy storage; mineral separation; and the growth and processing of new materials, such as polymers and semiconductors. In addition to these subject areas, a discussion of the biological aspects of magnetism will be presented. This would include the subject of possible health hazards from electromagnetic fields.
This course, which will be held in the NHMFL, will be taught by members of the laboratory faculty and staff and will focus on magnetism in science and technology. The course will include a review of materials development which is critical to advanced magnet technology, including an introduction to applied superconductivity. In addition, the course will explore science and technology areas, such as cryogenics, where magnetic fields play a critical role. Tours of several laboratories will be made and several demonstrations will be given. A session will be set aside so that participants and members of the NHMFL faculty and staff can discuss ways to bring magnetism and its impact on new science and technology to the undergraduate classroom.
The NHMFL is open to qualified users in all areas of science and engineering. The NHMFL is
supported by the National Science Foundation and the State of Florida and operated by Florida
State University, the University of Florida, and Los Alamos National Laboratory. The main
facilities of the NHMFL are located in Tallahassee, FL, with additional facilities located at the
University of Florida in Gainesville, FL, and Los Alamos National Laboratory in New Mexico.
For college teachers of: physical and life sciences and engineering. Prerequisites: none.
Graduate students may attend with the permission of their faculty supervisors.
Dr. Crow is director of the NHMFL, Professor of Physics at Florida State University, and a condensed matter physicist. Other course presenters will be selected from the research staff and faculty of the NHMFL.
Course: 29 CLOSED
Chemistry and Art: A Science Course for Nonscience Majors
MICHAEL HENCHMAN, Brandeis University
PATRICIA S. HILL, Millersville University
June 12-14, 1997 in Cambridge, MA Apply: HAR
Note: This course will be offered at Harvard University.
To the nonscience major, science, particularly the physical sciences, often seems inaccessible and unappealing. A science course for nonscientists on the chemistry of art focuses on a topic which is limited in scope and which capitalizes on the universal appeal of art. By showing how a knowledge of science can increase appreciation of art, science itself is shown to be accessible and appealing.
Participants in this workshop will share the experiences and expertise of two chemistry professors who have developed and taught courses on chemistry and art for several years to hundreds of nonscience majors. These courses explore the chemistry and materials science of artists' media and ask such questions as how works of art are made, how they deteriorate over time, how they may be restored and conserved, and how they may be authenticated and distinguished from fakes. Both courses rely heavily on laboratory experiences where students investigate topics such as 1) light and color mixing, 2) metals and the composition of coins, 3) natural and synthetic pigments and dyes, 4) glass, ceramics and polymeric materials, and 5) photochemistry of photography and fading.
These courses explore the scientific investigation of works of art for selected case studies, such as the Sistine chapel ceiling, the Getty kouros, the Bellini/Titian painting The Feast of the Gods, van Meegeren's forgeries of Vermeer, and the Shroud of Turin. In many cases, excellent visual material is available as videos or videodiscs.
In this workshop, participants will learn through selected mini-lecture, lab activities and case
studies how chemistry and art can be used to enhance and broaden nonscience majors' physical
science experiences. Time will also be provided for discussing various teaching strategies for
getting students actively involved in this type of course. Course outlines, lecture notes, laboratory
experiments (including suppliers of materials), an extensive bibliography, and a comprehensive list
of audio visual materials will be provided to workshop participants.
For college teachers of: chemical or physical sciences. Prerequisites: none.
Dr. Henchman, Professor of Chemistry at Brandeis University, teaches "Chemistry and Art" for nonscience majors, including art historians and studio artists with support from the Sloan Foundation and the National Science Foundation. Dr. Hill, Associate Professor of Millersville University (Millersville, Pennsylvania), teaches "The Molecular Basis of Color and Form: Chemistry in Art," a laboratory-based general education physical science course for nonscience majors, primarily fine arts, art education, technology education, and industry and technology majors.
Pharmaceutical and Industrial Organic Chemistry in College Teaching
HAROLD A. WITTCOFF, Chem Systems, Inc.
May 29-31, 1997 in Philadelphia, PA Apply: TUCC
This course attempts to bridge the gap between industry and academia. It will describe the organic chemistry and the pharmaceutical chemistry of industry, most of which has not yet found its way into textbooks. It will offer insights into technology - how chemical properties are translated into goods and services. It will deal with key areas of industry's environment - for example, the economics of chemistry, the profile of the U.S. and the world chemical industries, the importance of communication as exemplified by oral and written reporting, and the importance of patents.
Participants may expect to leave this course with an understanding of the philosophy of industrial organic and pharmaceutical chemistry; a detailed understanding of where basic organic chemicals come from; the chemistry by which these basic compounds are converted into useful chemicals, polymers and formulations; how the properties of a material provide the basis for technology; and what is important in the industrial environment.
Participants will receive a complete set of teaching notes which emphasize how this variety of
information can be used in the classroom. A previous participant wrote "This has been the finest
course I have taken in years."
For college teachers of: organic chemistry, chemical engineering. The course will be valuable,
however, to the teacher of any chemical discipline, including those who teach pre-med students.
Prerequisites: at minimum, a course in organic chemistry.
Dr. Wittcoff is a Scientific Advisor to Chem Systems. He has taught industrial organic chemistry at the University of Minnesota and at the University of the Negev in Israel as well as Universities in Brazil, Nigeria, India and China. He teaches the course extensively to industry personnel. His first career spanned 35 years with General Mills, Inc., where he retired as vice president of corporate research. He has written Pharmaceutical Chemicals in Perspective (1988) and has coauthored Industrial Organic Chemicals (1996).
Course: 31 CLOSED
Chemistry for Nonscience Majors: The American Chemical Society's New Curriculum -Chemistry in Context
WILMER STRATTON, Earlham College, Indiana
CONRAD STANITSKI, University of Central Arkansas
June 22-24, 1997 in Memphis, TN Apply: CBU
Nonscience majors have long been a neglected population in the teaching of chemistry. Many courses for nonmajors tend to be simpler versions of the major course. Both the chemistry content and approach used for this population has long ignored the special characteristics and wealth of nonscientific knowledge that these students bring to the study of chemistry. Chemistry in Context: Applying Chemistry to Society, the American Chemical Society's new college chemistry curriculum for nonscience majors attempts to tap this knowledge by imbedding chemistry in a cultural, societal, economic and political context. Here, chemistry is introduced on a "need-to-know" basis that provides students with an informed understanding of critical science-based contemporary issues.
In this workshop, participants will have an opportunity to work with two of the authors of
Chemistry in Context. The unique philosophy of the curricular approach along with an overview
of the chemistry content, sample activities and evaluation techniques will be presented.
Participants will be able to experience several of the laboratory and decision-making activities that
characterize Chemistry in Context. Discussions in the workshop will focus on the "nuts and
bolts" of implementing the curricula in both large and small classes. Participants will be
encouraged to share their own innovations in teaching chemistry to nonscience majors. The
workshop leaders are particularly eager to elicit ideas for new kinds of homework assignment,
testing strategies, lab and writing assignments and grading practices. Time will be provided for
discussion of these topics.
For college teachers of: chemistry. Prerequisites: none.
Drs. Stratton and Stanitski are two of the co-editors of Chemistry in Context. Dr. Stratton, a Professor of Chemistry at Earlham College, is active in environmental chemistry research and teaching. Dr. Stanitski is Professor of Chemistry at the University of Central Arkansas who also has co-authored chemistry textbooks for science and allied health majors.
Undergraduate Cooperative Access to Information Resources (UCAIR)
ROBERT G. LANDOLT, Texas Wesleyan University
Apr. 10-12, 1997 in Austin, TX Apply: TXA
At primarily undergraduate institutions, chemistry programs generally and ongoing research efforts in particular are severely hindered by twin factors: Periodical subscription costs are soaring, and our libraries are staffed by librarians less specialized than those at research universities. Thus, chemistry faculty at these institutions are more involved in imparting information-gathering expertise to students than are our colleagues at research institutions. Problems are exacerbated by lack of faculty confidence in the quality of information management currently achievable by electronic means. It is crucial for undergraduate faculty to cope with the transition to on-line access. [ACS Certification Guidelines specify that "Chemical Abstracts (hard copy or online) must be a part of the collection."1]
The goal of this course is to integrate information retrieval with "value-added" intellectual processing at appropriate stages within the undergraduate chemistry curriculum. UCAIR is designed to serve a catalytic function, to move information access and processing ahead in the undergraduate curriculum, at an enhanced benefit to students. Issues to be explored include: What user-friendly approaches to accessing the chemical literature are most applicable, based on readiness, availability, and expense? What strategies, plausible for use by undergraduates, are most suitable for informatics tasks? Where in the curriculum should chemical information management be initiated and/or emphasized?
Participants will receive an overview of the structure of modern chemical information resources and projection of cost factors, followed by hands-on orientation in use of the "user-friendly" GUIDED SEARCH component of STN EXPRESS software. They will learn an approach to search strategy development for use with STN databases, including "full text" files for Chemical Abstractsand selected journals. GUIDED SEARCH will be applied to a focused search strategy for use in laboratory sections of intermediate (sophomore) courses, such as organic chemistry. This lab consists of hands-on application of chemical informatics to a problem-oriented, group environmental case study.
Participants will be requested to bring with them a simple profile of resources available on their
home campuses and a survey of student use patterns. After the workshop, faculty will be asked to
share feedback on use of both hard copy and electronic resources during the next academic year
through the UCAIR-lib Internet listserv or other accessible media.
For college teachers of: chemistry, biochemistry, and environmental science. Prerequisites:
none.
Dr. Landolt is UCAIR Project Director and Professor of Chemistry at Texas Wesleyan University.
He has used computer-assisted information management for over 20 years in academic settings
and in consulting for Battelle Laboratories and the Naval Research Laboratory. His work with
UCAIR is supported by grants from the Dreyfus Foundation and collaboration with STN
International for access to Chemical Abstracts. Internet web background:
http://www.startext.net/homes/landoltr.
1] "Undergraduate Professional Education in Chemistry: Guidelines and Evaluation Procedures," Committee on Professional Training, American Chemical Society, 1992, p. 13.
Course: 33 CLOSED
Promoting Active Learning in Introductory Biology Courses
JOHN M. DEARN, University of Canberra, Australia
June 12-14, 1997 in Austin, TX Apply: TXA
At the university level, the didactic approach to teaching is a fixture in most introductory science classes despite increasing evidence of its ineffectiveness. Numerous studies have shown that, when this approach is used, students retain little of the information served up to them; more significantly, the way they view the world is not changed. Nor is it clear that the approach fosters an interest in science or promotes the thinking skills science requires.
This course reviews what is known about how students learn and examines different models of
teaching and learning. It explores alternative approaches to teaching in which students are
encouraged to construct their own knowledge through discussion, collaboration, concept
mapping, case studies and laboratory classes. The course shows how introductory biology can be
used to present science as a process and as a way of thinking. It also looks at the role of
assessment in learning: participants will devise assessment exercises that promote inquiry and
facilitate the development of thinking skills. Finally, consideration will be given to obstacles likely
to be faced by anyone who wants to change the way introductory biology is taught: the
conventional curriculum, the textbook, and class size. Participants will plan changes they could
implement at their own institutions.
For college teachers of: introductory biology. Prerequisites: none.
Dr. Dearn is an Associate Professor in Biology at the University of Canberra where he teaches introductory biology. He is a Fellow of the Centre for the Enhancement of Learning, Teaching and Scholarship and is Director of the Science Resource Centre, a learning center for first year science students. He has a background of research in evolutionary and ecological genetics and was a major writer for the national Australian senior high school biology textbook. He was recently awarded one of two inaugural National Teaching Fellowships by the Australian Government which were established to recognize outstanding contributions to teaching and learning in Australian universities.
Biotechnology Theory and Practice for the Year 2000
JACK G. CHIRIKJIAN, Georgetown University
KAREN GRAF, EDVOTEK, Inc.
May 29-31, 1997 in DeKalb, IL APPLY: NIU
The focus of this workshop is to introduce college instructors to biotechnology concepts and
"hands-on" laboratory techniques which will enable them to begin incorporating biotechnology in
biology and chemistry curricula. The workshop includes theoretical presentations with emphasis
on "hands-on" experimental activities which can be directly implemented in the teaching
laboratory. These activities include purification of DNA, agarose gel electrophoresis, DNA
restriction analysis and mapping, Southern Blot analysis, polymerase chain reaction (PCR),
bacterial cloning and transformation with plasmid DNA, and DNA fingerprinting. The DNA
fingerprinting experiment does not contain human DNA. Participants will determine the "guilty
suspect" through identification of the unique restriction enzyme fragmentation patterns. The
participants will be able to take home selected experiment results which will enable them to
integrate aspects of the workshop into their teaching laboratories.
For college teachers of: biological sciences, allied health sciences, and chemistry. Prerequisites:
none.
Dr. Chirikjian is a Professor of Biochemistry and Molecular Biology at Georgetown University School of Medicine. His research interests include nucleic-acid enzymology, enzyme cloning, and DNA typing. He is author of numerous papers in these areas and is a former Career Awardee of the Leukemia Society of America. Karen Graf is Director of Educational Services at EDVOTEK, Inc.
Molecular Microbiology: Pathogenesis, Diagnosis and Molecular Typing
SUZANNE S. BARTH, Texas Department of Health and University of Texas at Austin
July 28-30, 1997 in New Orleans, LA Apply: CBU
Note: This course will be offered at the Science Center at Xavier University Chautauqua Satellite
in New Orleans, LA. Lodging is available at the OMNI ROYAL Orleans Hotel in the French
Quarter. Excellent reduced rates may be pre-arranged before a designated cutoff date through
CBU.
Many aspects of medical and clinical microbiology are shifting toward a subcellular emphasis, and great progress is being made in molecular pathogenesis, diagnostics and epidemiological typing. Many biologists, especially medical technologists and microbiologists, need to keep up-to-date in these dynamic fields. This course consisting mainly of lectures with slides and videotapes, will focus on molecular biology of currently important nosocomial and outbreak-associated etiological agents, primarily bacteria.
Molecular mechanisms of virulence factors (e.g. exotoxins and immune system evasion) will be discussed. Antimicrobial agent (antibiotic) resistance mechanisms will be emphasized, because of emerging microbial drug resistance and increased problems with eradicating previously treatable bacterial infectious diseases. (The popular press has even referred to this as the "post-antibiotic" era).
Diagnostic, non-cultural, methods using probes, polymerase chain reaction (PCR) and other molecular techniques will be covered.
Traditional epidemiological laboratory methods (e.g. bacteriophage and antimicrobial agent
susceptibility patterns) are being replaced by molecular typing techniques such as pulsed-field gel
electrophoresis (PFGE) of microbial genomic DNA. This and other methods - including PCR
techniques and restriction fragment length polymorphism (RFLP) will be included.
For college teachers of: biological science, microbiology, medical technology, pre-medical,
pre-dental, pre-nursing, pre-Ph.D., pre-veterinary programs. Prerequisites: none.
Dr. Barth is Chief of the Microbiological Investigation Section in the Bureau of Laboratories' Microbiological Services Division at the Texas Department of Health. Her section performs molecular typing of pathogenic microorganisms. She is also Adjunct Assistant Professor of Microbiology at the University of Texas at Austin. At the University of Texas, she teaches courses in Public Health Bacteriology, Human Infectious Diseases and Immunology to microbiology and medical technology students.
Course: 36 CLOSED
Using Science to Solve Crimes
PAULETTE SUTTON AND BOBBIE STACKS
University of Tennessee Toxicology and Chemical Pathology Laboratory and College of Allied
Health Sciences
June 22-24, 1997 in Memphis, TN Apply: CBU
Violent crimes appear in the headlines and news broadcasts every day of our lives. To the public, violent crimes are viewed from the sociological perspective. To the forensic scientist, these events call for the application of a wide array of scientific principles to aid in the investigation and apprehension of the perpetrator. The scientist must also be capable of conveying this information to a jury during the ensuing trial.
Visually identifying a body fluid is neither reliable nor sufficient in a courtroom setting. Proof of
the presence of a particular body fluid requires the application of biological and chemical testing.
Once a body fluid has been identified, it becomes necessary to establish as much information as
possible about the individual of origin. Searching for these identifying characteristics includes
conventional serology, such as ABO type and protein analysis, as well as the application of
molecular biology, in the form of DNA analysis. DNA technology is one of the most effective,
powerful and quickly emerging technologies of the 20th century. The application of molecular
techniques can provide detailed information about samples previously of little or no forensic
value. Genetic comparisons have also increased the number of absolute exclusions while
providing more specific results regarding cases of inclusion. DNA typing has enabled forensic
serology to make a great stride toward achieving the goal of absolute identification of an
individual. Even before a fluid is tested in the laboratory, it is telling us other things. What kind
of assault occurred? Where did the assault occur? Which stains at a crime scene are more likely
to belong to the perpetrator? Is the suspect's version of what happened true? Bloodstain pattern
analysis can answer these questions. This short course will introduce the participants to the
underlying principles of several aspects of forensic investigation: body fluid identification;
conventional serology; forensic DNA analysis; and bloodstain pattern analysis. Case histories will
be presented in order to demonstrate how the pieces of data accumulated by analytical techniques
are formulated into a final interpretation by the forensic scientists. Hands-on exercises and
demonstrations will allow the participants to formulate mechanisms for the incorporation of
forensic theories and techniques into the traditional classroom setting and to enliven their science
classes with practical applications from forensic science.
For college teachers of: sciences. Prerequisites: knowledge of basic undergraduate science.
T. Paulette Sutton, M.S., M.T. (A.S.C.P.), C.L.S., is Associate Professor of Clinical Laboratory Sciences and Supervisor of the Univ. of Tennessee Forensic Toxicology Serology Laboratory. She is a distinguished faculty member of the National College of District Attorneys, Univ. of Houston Law Center and has served as lecturer for many organizations including the FBI, various State Criminal Investigators, District Attorneys, and Defense and Prosecuting Lawyers Associations, and the U.S. Marine Corps. She served as expert consultant for the states of Arkansas, Florida, Georgia, Indiana, Louisiana, Maryland, Mississippi, Pennsylvania, Tennessee and the U.S. Government. Bobbie Lynne Stacks, M.T., C.L.S., is a Research Medical Technologist/Forensic Serologist in the Toxicology and Chemical Pathology Laboratory, and Instructor for the Department of Clinical Sciences at U. of Tenn., and is a faculty member for the National College of District Attorneys, U. of Law Center, Houston. She is certified or has licensure as a Medical Laboratory Supervisor, Clinical Lab Technologist, Medical Technologist and Clinical Laboratory Scientist. She has served as a Certifying Scientist for the National Laboratory Center, Inc. and Forensic Serologist for the City of Memphis Rape Crisis Program.
Molecular Biology: A Laboratory Course
BERNARD DUDOCK and NANCY MORVILLO, State University of New York at Stony Brook
May 22-24, 1997 in Stony Brook, L.I., NY Apply: SUSB
Molecular biology is a rapidly expanding field of modern science with increasing implications for the future of medicine and society. It has already provided us with a much clearer picture of the inner workings of a cell and its relation to disease.
Some of the major aspects of molecular biology will be discussed including the structure of genes and DNA, DNA replication, RNA synthesis (transcription), protein synthesis (translation) regulation of genes (prokaryotic and eukaryotic), and genetic engineering and gene therapy and their impact on modern medicine.
Participants will have the opportunity to practice basic laboratory techniques used to study and
clone DNA, including transformation of bacterial cells and restriction enzyme analysis of DNA.
Reference Text: Stryer, Biochemistry, Third Edition, Freeman and Co., 1988.
For college teachers of: life sciences and chemistry. Prerequisites: none.
Bernard Dudock is professor of biochemistry at Stony Brook University and a recipient of the University Chancellor's Award for Excellence in Teaching. His research interests include an understanding of the structure and function of eukaryotic genes and studies of the genetic code. Nancy Morvillo is director of the Biotechnology Teaching Laboratory at Stony Brook and is interested in the development of undergraduate curricula.
Ethical Implications of the Human Genome Project
ROBERT T. PENNOCK and ALICE G. REINARZ, The University of Texas at Austin
Apr. 17-19, 1997 in Austin, TX Apply: TXA
The technological fruits of science, once commonly viewed as the solution to many social ills, are now as often blamed as part of the problem. This is especially so in the biological sciences, with fear about genetic technology as a prime example. Scientists are being called upon to justify the value of their work or to help sort out the ethical difficulties that it has engendered, but they are ill-equipped to do so. Indeed, such ethical issues fall outside the realm of the scientific enterprise, in the domain of the humanities generally, and philosophy in particular. National science policy-making organizations are calling for ethics to be a required part of scientists' training, and five percent of the funds for the Human Genome Project are reserved for study of ethical, social and legal implications of genetic technology. These are interdisciplinary questions and addressing them will necessarily require collaborations between scientists and philosophers.
This course will focus upon ethical issues stemming from the Human Genome Project, especially those related to human gene therapy. We will review the current state of the art and look into the possible futures of genetic technology from biological and philosophical viewpoints. Is human genetic engineering a reemergence of a pernicious form of eugenics or the first step into a brave new world? What policies should we adopt regarding genetic screening to identify carriers of diseases such as phenylketonuria, Huntington's chorea and Tay Sachs, given the current limited therapeutic options? What potential ethical and social problems should we be preparing for and trying to prevent? Is there a moral line to be drawn between genetic therapy and enhancement? What responsibilities do professionals in the sciences and humanities have to shape public policy regarding these important issues?
Lectures and readings will present background facts and theory, but we will typically proceed by
discussion of questions and case studies.
For college teachers of: science, social science and humanities. Prerequisites: none.
Dr. Pennock is Assistant Professor of Philosophy at The University of Texas at Austin and is President of Sigma Xi, The Scientific Research Society (UT chapter). His primary area of research is the philosophy of science, especially the philosophy of biology, with emphasis upon the nature of evidence and issues that stand at the intersection of science and values. Dr. Reinarz is a Senior Lecturer in Microbiology at The University of Texas at Austin and recipient of the 1990 Carski Foundation Outstanding Teaching Award presented by the American Society for Microbiology. As Director of the UT Undergraduate Advising Center, she is involved in curriculum development including interdisciplinary classes and active learning models.
Transgenic Crops: New DNA in Your Food
RANDY ALLEN, Texas Tech University
PAUL MANGUM, Midland (Texas) College
Mar. 6-8, 1997 in Lubbock, TX Apply: TXA
Note: This course will be offered at Texas Tech University, Lubbock, Texas.
Bioengineered food plants, called transgenics, are the next wave of products emerging from the genetics revolution. The most popular example of these products is the slow-ripening Flavr SavrTMtomato. This tomato is just a foretaste of many more transgenic crops to come in the near future. The technology used to make transgenics is very new and growing rapidly.
This course will focus primarily on the biotechnology required to produce transgenic crops. Using the development of the Flavr SavrTM tomato as an example, relevant recombinant DNA technology will be introduced, including DNA isolation, restriction enzymes, gene cloning, and PCR. Methods which are used to introduce recombinant DNA into plants, such as Agrobacterium-mediated transformation, particle bombardment, and electroporation, will be demonstrated. These technologies can be used to illustrate the modifications made in such crops as the Freedom IITM squash, Boll-GuardTM cotton, and Round-up readyTM cotton. An illustration of the potential of this technology will be shown in the production of nutriceuticals, foods (nutrients) that also have pharmaceutical properties. Animal transgenic techniques involved in molecular "pharming" will also be introduced.
A laboratory experiment will be conducted. The exercise involves comparing the growth of seedlings from a plant transformed with an antibiotic resistance gene, on selection media containing the antibiotic, to seedlings of wildtype plants. The lab illustrates the following concepts: (1) the ability to give plants new properties with transformed genes, (2) the utility of marker genes to distinguish transformed from non-transformed plants, and (3) the inheritance of transformed genes according to Mendelian expectations.
Transgenic technology is new, powerful, rapidly evolving, and controversial. Potential
environmental impact can only now be studied with the development of these new crops. The
course will conclude with a discussion of the methods used to qualify the risks.
For college teachers of: biological sciences, genetics, and molecular biology. Prerequisites:
none.
Dr. Allen is Associate Professor in the departments of Biological Sciences and Plant and Soil Sciences at Texas Tech University. He teaches courses in genetics and molecular biology and is a recipient of the New Faculty Teaching Award. His research interests include gene transfer technologies and the study of gene expression in plants. Dr. Mangum is an Instructor at Midland College in Midland, Texas. He teaches general biology, microbiology, and genetics, and was selected as Rookie Teacher of the Year at Midland College. He was also awarded an Exxon Education Foundation Innovation Award for the concepts on which this course is based.
Morphological and Physiological Neuroscience: The Growth in Modern Techniques
MELBURN R. PARK, The University of Tennessee, Memphis, TN
June 12-14, 1997 in Memphis, TN Apply: CBU
The brain is the last great frontier in Biology. It was also the first. Delving into the brain has spawned one scientific discipline after another, from ray optics, much of biology, to the physics of electricity. Despite enormous progress, the brain remains the enigma it has always been. This course looks into neuroscience as it stands now, a tremendously energetic field that is waiting for unifying theories and that, in the meantime, is turning out great quantities of information on a broad multidisciplinary front.
Much of the recent progress in neurosciences can be attributed to the multidisciplinary approach that has grown up in this generation of scientists used to study the brain and its dysfunctions. There have been enormous advances in neuroanatomical methods. In a sense, a new neuroanatomy has emerged as brain tissue can now be labeled for its pathways, for its neurotransmitters, and for its genomic expression. Moreover, in neuroscience, physiology and anatomy have been married in that experimental designs are possible in which morphologically identified neurons can be physiologically recorded from and precise data regarding their steady-state properties and signal processing gathered. While our recording techniques will, in the foreseeable future, remain hobbled by having to record brain activity a neutron at a time or, at best, as small neuronal aggregates, detailed knowledge of connectivity and function is emerging and these data are being combined with computer simulation and modeling techniques. Every level of this work is taking place at this Center. Conceptual breakthroughs are in the offering.
This course provides the student with an overview of the cellular and molecular processes by
which nerve cells communicate and will also introduce the student to the use of standard and
state-of-the-art research techniques in neuroanatomy and neurophysiology. Instruction will be by
the course director aided by faculty of the University of Tennessee Center for Neuroscience.
Time will be divided between group lectures and small-group laboratory sessions presenting
experiments in progress and hands-on experience with the faculty of this large neuroscience
center. This introduction to didactic neuroscience coupled with the exposure to the practical side
of experimental work ends with a discussion of teaching and federal funding opportunities for
research in neuroscience in primarily undergraduate institutions.
Course limit: 20 participants
For college teachers of: biological sciences. Prerequisites: a basic knowledge of biology.
Dr. Park is a Professor of Physiology, and faculty member in the Neuroscience Graduate Program. He will be assisted by several neurobiologists in the department to conduct this course. These instructors are all experts in their fields and engaged in neurological research supported by the National Institute of Health, Neurological Institute.
Course: 41 CLOSED
Psychoactive Drugs and the Molecular Biology of the Neuron
DAVID DRESSLER, Department of Neurobiology, Harvard Medical School
May 15-17, 1997 in Cambridge, MA Apply: HAR
Note: This course will be offered at Harvard University.
This course will deal with the molecular biology of signal transmission in the nervous system in terms of the specific proteins - enzymes, receptors, ion channels, and signaling molecules. Particular emphasis will be placed on neurotransmitters - the signaling agents that carry the nerve impulse from one neuron to another. The biological, medical, social, and legal consequences of psychoactive compounds and other neurotoxic substances that exert their influences by disrupting the manufacture, release, binding, or degradation of neurotransmitters will form a framework for discussion. Morphine, heroin, and the body's natural painkiller, enkephalin, will be traced through the experimental elucidation of their biological activity. The effects of Prozac, valium, and cocaine on specific neurotransmitters (the monoamines) will be correlated with the molecular changes that underlie depression, anxiety, schizophrenia, and addiction. The biological activity of various natural and synthetic poisons, toxins, and nerve gases will be used to elucidate both normal and blocked neuronal function. Diseases that result from the loss of neurotransmitter systems, such as Parkinson's disease, as well as present and future therapies, will also be discussed.
Film, possible laboratory demonstration, discussion, and reading will supplement lectures in this course. Participants will be actively engaged in panel discussions that will explore such timely events and issues as the Tokyo subway attack, Gulf War syndrome, the law, substance abuse and addiction.
Course: 42 CLOSED
The Neurobiology of Mind
GILLIAN EINSTEIN, Duke University
May 22-24, 1997 in Durham, NC Apply: TUCC
Note: This course is cosponsored by and offered at Duke University in Durham, N.C.
Applications should be sent to the TUCC Field Center.
Recently, neurobiologists have begun to synthesize their findings as to how the brain works with questions once thought the exclusive domain of the humanities and the social sciences: What is consciousness?; How do humans generate our sense of ourselves?; Are there fundamental differences between humans? For example, in his book, The Amazing Hypothesis: The Scientific Search for the Soul, Francis Crick has used the visual system as the exemplar of how the brain mediates consciousness; in The Chemistry of Conscious States, Alan Hobson has used his work on different states of sleep to elucidate the mechanisms of consciousness; in The Sexual Brain, Simon LeVay has used recent work on the hypothalamus to demonstrate a biological substrate for sexual orientation. Our course will consider this new approach to the brain and how to use it to advantage in teaching the biology of the brain. The goals of the course are use it to advantage in teaching the biology of the brain. The goals of the course are twofold: (1) to provide participants with an overview of recent developments in the neurobiology of cognition; (2) to consider how a focused, neurobiological approach can be combined with fields as diverse as linguistics, cultural anthropology, and philosophy to yield a fuller picture of cognition for students.
Most sessions will be devoted to recent developments in understanding the cerebral cortex as a
prime candidate for the role of mediator of cognition. Discussion will focus on the structure and
function of the cerebral cortex-the circuits it forms within itself and with the thalamus as well as
the neuronal types that make up those cognitive circuits. In addition, this course will consider
recent developments in understanding adult plasticity of the cerebral cortex, memory, dementia,
sex differences in cognition, and a possible role of the cerebellum in cognition. There will be a
panel discussion of a group of Duke-courses called Exploring the Mind, (which takes advantage
of a multidisciplinary approach to the brain and its role in cognition) for first year undergraduates.
In some sessions, small groups will explore the possibilities of developing similar multidisciplinary
approaches at their institutions.
For college teachers of: biology, biochemistry, psychology, anthropology, and philosophy.
Prerequisites: none.
Dr. Einstein holds a Ph.D. in Neuroanatomy from the University of Pennsylvania. She is a Research Assistant Professor of Neurobiology at Duke University Medical Center and is affiliated with the Department of Zoology, the Program in Women's Studies, and the Joseph and Kathleen Bryan Alzheimer's Disease Research Center. She has published papers on the physiology of the mammalian retina, the organization of primary and extrastriate visual cortex, and the effects of Alzheimer's disease on the connections of the cerebral cortex.
Principles of Modern Immunology
RICHARD A. GOLDSBY, Amherst College
June 19-21, 1997 in Cambridge, MA Apply: PITT
Note: This course is cosponsored by and will be offered at the Whitehead Institute at MIT.
Applications should be sent to the PITT Field Center.
Driven by the introduction of extraordinarily powerful techniques, immunology's rapid progress during the last 20