1997 COURSE DESCRIPTIONS

(LAST YEAR'S INFORMATION)

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Course: 1

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.


Course: 2

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.


Course: 4

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.


Course: 5

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.


Course: 6

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."


Course: 7

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.


Course: 9

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.


Course: 10

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.


Course: 11

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.


Course: 12

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.


Course: 13

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.


Course: 14

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.


Course: 15

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.


Course: 16

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.


Course: 17

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.


Course: 19

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.


Course: 22

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.


Course: 23

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.


Course: 24

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.


Course: 26

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.


Course: 27

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.


Course: 28

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.


Course: 30

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.


Course: 32

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.


Course: 34

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.


Course: 35

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.


Course: 37

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.


Course: 38

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.


Course: 39

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.


Course: 40

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.


Course: 43

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 years has revealed a pattern of interactions among a variety of tissues, cells, and molecules that is stunning in its richness and complexity. As workers in other fields have become aware of the advances in cellular and molecular immunology, the realization has grown that the immune system provides model systems for the study of phenomena such as recognition, regulation and development that are of fundamental interest to all areas of biology. As a result, immunology now attracts the serious intellectual interest of many who do not consider themselves immunologists.

This short course is intended for those who want an up-to-date summary of immunology that addresses a range of conceptual and practical issues. A combination of lectures, discussions and handouts will provide a state-of-the-field survey that will be useful to those who have recently become interested in immunology as well as to those wishing to refresh their view of this unusually rapidly changing field. The course will provide many useful materials for updating or beginning the teaching of an immunology course to individuals who work in areas that require some knowledge in a short time of this key field. Much of the basic immunology presented in this course is anchored to diagnostics, AIDS, transplantation and vaccination. The presentation and exploration of these practical themes make clear the special opportunity immunology provides for illustrating the tight coupling between basic and applied biology.

The following topics will be covered: Cells and tissues of the immune system; antibody structure and function; antigen-antibody reactions and their use in immunoassays; cellular interactions underlying immune reactions; the molecular biology of antibodies and T cell receptors; cytokines and their regulatory effects; tolerance and transplantation; AIDS.

For college teachers of: the biological sciences. Prerequisites: none.

Dr. Goldsby is a professor and John Woodruff Simpson Lecturer at Amherst College in Massachusetts. He currently conducts research in veterinary immunology and teaches immunology to undergraduate and graduate students. He is the author of research papers and a number of books including Thinking AIDS with Mary Catherine Bateson.


Course: 44

Emerging and Re-Emerging Infectious Diseases: Their Clinical Spectra, Ecology and Prevention

LINDA L. WILLIFORD PIFER, University of Tennessee, Memphis, The Health Science Center

June 12-14, 1997 in Philadelphia, PA Apply: TUCC

Profound shifts in the prevalence patterns of many human pathogens (viruses, bacteria, fungi, and parasites) have occurred during the two closing decades of this century. Human immunodeficiency viruses (HIV-1 & -2) and human T-lymphotrophic viruses HTLV-I, -II, & 

-IV have appeared without warning along with hantavirus (western U.S.A.), "mad cow disease" (U.K.), a vicious resurgence of E. coli 0157:H7 (Japan, U.S.A.), cryptosporidiosis (Wisconsin, etc.), and animal morbilliviruses (horses, Australia; sea lions, northwest U.S.). Ebola virus has left hundreds dying from multiple hemorrhage and vascular collapse in Africa. Changes in ecosystems, both natural and human-induced, overuse of antibiotics, and other selective pressures have again placed us at risk from the ravages of both "new" and more familiar infectious diseases.

Changes in human social behavior appear to be prominent factors in bringing the previously obscure retroviruses into sharp focus. Sexual behavior and intravenous drug abuse have influenced the spread of HIV-1 (AIDS), HIV-2 (AIDS-like illness), HTLV-1 (agent of adult T-cell leukemia/sarcoma), HTLV-2 (hairy cell leukemia in man) and HTLV-IV (affects human T-cells). Of the seven types of hepatitis, four are commonly spread as sexually-transmitted diseases (STD's). Malignancies caused by sexually-transmitted papilloma viruses are on the rise and cytomegalovirus infection is positively linked to number of sexual partners, as well as to life style.

Elements affecting the shifting spectrum of infectious diseases include 1) increasing survival time of immunocompromised persons, 2) environmental changes, 3) use of human and animal tissues, organs and blood products in transfusions, grafts, transplants, hormone therapy, etc., 4) human encroachment upon traditionally "wild" environments, 5) crowding, 6) proliferation of animal, insect, and arachnid vectors and multiple other factors.

Blood-(AIDS, hepatitis) and respiratory-borne (resistant tuberculosis), pathogens have made necessary extensive new safety policy/procedure modifications due to OSHA standards that have changed the manner in which health science students are taught, the way labs are operated and how health care is practiced. Food- and water-borne agents (Salmonella, Listeria, Isospora, Cyclospora, and hepatitis) pose very real threats. New and unusual fungal pathogens have been isolated from immunocompromised patients and cholera, plague, measles, etc. are threatening returns that can affect immunologically normal individuals as well. Other agents to be discussed include Lyme borelliosis, group A streptococcus ("flesh-eating" bacteria), Ehrlichia, Rochalimaea and Helicobacter pylori (associated with gastric ulcers and malignancy).

This course will overview and update new information in this challenging discipline. It has been designed specifically for the college health science teacher/enthusiast. Discussion is encouraged!



For college teachers of: biological sciences, pre-medical, pre-nursing, pre-allied health sciences, pre-veterinary and pre-Ph.D. program students. Prerequisites: none.

Dr. Pifer is a Professor at the University of Tennessee, Memphis, and is a Registered Specialist microbiologist researching human pathogens including Pneumoeystis carinii and HIV-1. She was a member of the original NIH AIDS Working Group and was first to cultivate Pneumocystis carinii in vitro and to report P. carinii antigenemia. She is a diagnostic virologist, having established the LeBonheur Childrens' Medical Center Virology Laboratory and is presently cultivating HIV-1 to study host cell receptor blocking and resistance of HIV-1 to gamma irradiation.


Course: 45

Principles of Protein Biochemistry and Immunobiotechnology

JACK G. CHIRKJIAN, Georgetown University

EDWARD KISAILUS, Canisius College

KAREN GRAF, EDVOTEK, Inc.

June 2-4, 1997 in DeKalb, IL APPLY: NIU

The focus of this workshop is to introduce and update college instructors to protein biochemistry and immunology concepts and "hands-on" laboratory techniques which will enable them to incorporate methods of protein biotechnology and immunology into their biology and chemistry curricula. This workshop begins with the protein analysis and methods of protein purification and carries through to applications in teaching, the principles of research and the clinical diagnostics. The course is designed with a hands-on investigative approach to learning. The workshop includes theoretical presentations which complement and emphasize the hands-on laboratory experiments. Experiments include SDS-PAGE; basics of enzyme purification; basics of immunology such as Ouchterlony immunodiffusion, immunoelectrophoresis, radial immunodiffusion, ELISA, Western blot and affinity chromatography. Participants will be able to take home selected experiments which will enable them to integrate aspects of the workshop into their teaching and laboratories.

For college teachers of: biological 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. Dr. Kisailus is a Professor of Biology at Canisius College, Buffalo, New York. His research interests are in combining site specificity and biological function of human carbohydrate binding proteins (galectins). He is author of several papers in these areas and is a Merck Innovation in Undergraduate Science Education awardee. Karen Graf is Director of Educational Services at EDVOTEK, Inc.

For college teachers of: biological sciences, chemistry, and biochemistry

Dr. Dressler is a member of the Department of Neurobiology of the Harvard Medical School. He is a researcher and author in the field of molecular biology, whose current interest is Alzheimer's Disease. He is the originator of the major undergraduate course in molecular biology at Harvard College, and a recipient of the Camille and Henry Dreyfus Award and the Guggenheim Fellowship.

Upon completing his PhD thesis at Harvard in 1970 on the mechanism of DNA replication, Dr. Dressler joined the university's Department of Biochemistry and Molecular Biology. His research in molecular biology led to a series of scientific papers on DNA replication, DNA recombination, and the structure of viral chromosomes.


Course: 46 CLOSED

Primate and Human Evolution

JOHN G. FLEAGLE, State University of New York at Stony Brook

May 19-21, 1997 in Stony Brook, L.I., NY Apply: SUSB

Our understanding of primate and human evolution has undergone tremendous changes in recent years through the discovery of new fossils, development of new analytical techniques, and application of new theoretical paradigms. There has been so much new knowledge, that by the time they are printed, many textbooks are already out of date.

This course provides an update on recent discoveries in primate and human evolution during the past 60 million years, from the origin of primates through the first appearance of modern humans. The course will include lectures, discussions and examination of comparative material of primate skeletons, fossil casts and stone tools. Participants will receive folders containing recent publications and material on development and use of fossil cast collections for teaching.

Required Texts: Fleagle, J.G.. Primate Adaptation and Evolution, Academic Press, 1988. Ciochon, R.L. and Fleagle, J.G., The Human Evolution Source Book, Prentice-Hall, 1992.

For college teachers of: anthropology, biology. Prerequisites: none.

Dr. Fleagle is Professor of Anatomical Sciences at the State University of New York at Stony Brook, and a MacArthur Fellow. He is a physical anthropologist with research experience in many aspects of primate and human evolution and has conducted paleontological fieldwork in India, Egypt, Argentina, and Ethiopia.


Course: 47

The Evolution of Evolution

MICHAEL GREGORY and BERNARD GOLDSTEIN, San Francisco State University

June 4-6, 1997 in San Francisco, California Apply: CAL

Note: This course will be offered at the California Academy of Sciences in Golden Gate Park, San Francisco.

This course will provide a window into a course entitled "Darwinian Revolution" which is taught jointly at San Francisco State University by a Professor of English and a Professor of Biology. The "Darwinian Revolution" is part of the NEXA Program "Revolutions" series: Copernican, Newtonian, Darwinian, Freudian, Marxian, Einsteinian, Nuclear and Feminist revolutions. As such, it is designed to demonstrate the impact major scientific, technological, aesthetic and social theories have had on the life of our culture. This impact has taken place in such diverse areas as philosophy, religion, literature, music, economics and politics. At the same time this course, like other NEXA courses, shows how general cultural values can affect the formulation of scientific, social and economic ideas.

Founded in 1975 by Professor Gregory under a development grant from the National Endowment for the Humanities, NEXA was originally known as "Science and Humanities: A Program for Convergence". NEXA's general objective is to provide a point of convergence among diverse fields of knowledge, and to offer the student a form of liberal education that is both modern and substantial. Most NEXA courses are taught cooperatively by pairs of instructors representing different, but complementary, fields of knowledge.

In this course, we trace the history of the "idea" of evolution and its impact on society. Changes in our understanding of evolution are intimately related to philosophical and historical perceptions. Personalities, social pressures and cultural traditions also play major roles in the often complex and circuitous routes of scientific discovery. The instructors will illustrate their team teaching using several examples from the works of Charles Darwin, Joseph Conrad, Thomas Henry Huxley, Alfred Lord Tennyson, E.O. Wilson, Samuel Beckett and others. Syllabi and examples of test materials will be provided.

For college teachers of: science, social science and humanities. Prerequisites: none.

Dr. Gregory is Professor of English at San Francisco State University, where he has taught since 1959, and is the Founder and Director of the NEXA Program. He was a founding member of the NEH national board of consultants and is the author of a number of articles dealing with China, sociobiology, strategies of teaching, and the place of humanities in a scientific world. He has also published short fiction. Dr. Goldstein is a member of the Board of Trustees of The California State University and a Professor of Biology at San Francisco State University. He has served as Chair of the CSU Statewide Academic Senate. He is author of publications in zoology, human sexuality, the assessment of quality in undergraduate institutions and the development of multicultural curriculum. Professors Gregory and Goldstein have team taught "Darwinian Revolution" for several years.


Course: 48 CLOSED

Creation, Evolution or Both? A Multiple Model Approach

CRAIG E. NELSON, Department of Biology, and School of Public and

Environmental Affairs, Indiana University

May 14-16, 1997 in Dayton, OH Apply: DAY

Recent legislative, courtroom, and textbook adoption battles focusing on creationism and evolution have made this a very exciting area for students and teachers. However, the discussion has ranged over a much broader set of topics, both scientific and philosophical, than most faculty have been fully comfortable with in the classroom. This course is designed to provide faculty with updated content across the entire scope of the controversy and with powerful options for dealing with controversial issues in the classroom.

An overview of the central arguments of the "scientific creationists" will be presented, as will a summary of the current state of science in areas central to the controversy. These will include: the relevance of the second law of thermodynamics, dating methods, the overall sequence in the fossil record, transitional forms, molecular aspects, and the processes of macroevolutionary change. In considering these topics, participants will examine a variety of resources useful both in preparing for the classroom and as resources for the students. An overview will be given of some recent developments in evolutionary theory, including punctuated equilibria, cladistics, and vicariance biogeography. Additional considerations will include the scientific status and falsifiability of evolution (and gravitation), the purported circularity of natural selection, and arguments from academic fairness. A major focus will be the nature of science, decision theory and modes of critical thinking as essential perspectives for understanding controversial issues. We will also briefly discuss a variety of theological perspectives which combine science and a belief in a Creator and examine some tactics for addressing this level in the classroom without slipping into indoctrination.

Both the overall sequence and the relative emphases will be adjusted in accord with the interests of the participants. A major emphasis will be on developing selected topics in ways which allow the participants to utilize them directly in their own teaching.

For college teachers of: all disciplines. Prerequisites: none.

Dr. Nelson is an evolutionary ecologist who has won major awards for his teaching of evolution and has participated in several debates with scientific creationists. He has been an invited participant at major sessions on evolution and belief, including those at meetings of the American Association for the Advancement of Science and the National Association of Biology Teachers. He wrote "Creation, Evolution, or Both? A Multiple Model Approach," published by the American Association for the Advancement of Science in Science and Creation, R. W. Hanson, (ed.) in 1986. Another key reference for the current course is Arthur Strahler, Science and Earth History: The Evolution/Creation Controversy.


Course: 49

The Dinosaur Family Tree

J. MICHAEL PARRISH, Northern Illinois University

Apr. 10-12, 1997 in New York City Apply: SUSB

Note: This course will be offered at the American Museum of Natural History in Manhattan.

In recent years, the biological sciences have undergone a revolution in the way organisms are classified and their evolutionary relationships depicted. Phylogenetic systematics, or cladistics, depict relationships among organisms through the recognition of shared derived characters which related organisms inherited from a common ancestor in which those traits first appeared. The American Museum of Natural History has been at the forefront of this revolution, and its spectacular, newly renovated fossil dinosaur hall is designed as a giant, walk-through family tree, or cladogram, depicting relationships among the major groups of dinosaurs, including the one surviving lineage, the birds. This bold, controversial makeover of the world's most famous dinosaur exhibit has focused the public's attention for the first time on cladistics, a classification which has become almost universal among researchers, but has been absent from public awareness, and even from most introductory biology curricula.

This course will survey the major dinosaur groups, and will consider the theoretical and morphological basis for current hypotheses of dinosaur relationships. The museum's exhibition galleries will be used as a teaching laboratory with which we will consider not only dinosaur classification, but current and past theories on posture, social behavior, physiology, and extinctions. We will use computer-driven classification packages to see how cladistics works, using dinosaurs and their relatives as an example. Finally, the museum's historically significant collections, probably the greatest single assemblage of dinosaur fossils in the world, will be used to bring to life the past, present, and future of dinosaur paleontology.

For college teachers of: all disciplines. Prerequisites: none.

Michael Parrish is on the faculty of the Department of Biological Sciences at Northern Illinois University; previously a Research Associate and visiting Assistant Professor of Geology at the University of Colorado Museum in Boulder. Dr. Parrish's areas of specialization include paleoecology, functional morphology, and paleobiogeography. He maintains an active field program investigating fossil vertebrates and paleoenvironments and has conducted numerous programs on dinosaurs.


Course: 50

The Paleobiology of the Dinosaurs

J. MICHAEL PARRISH, Northern Illinois University

June 14-19, 1997 in Grand Junction, Colorado Apply: NIU

In this five-day lecture/field course, we will survey the current state of dinosaur biology. Topics covered will include the following: How are the groups of dinosaurs related to one another and to other archosaurs such as birds and crocodiles? Were dinosaurs warm-blooded? Did they have feathers? Will we really be able to clone dinosaurs from ancient DNA? What can dinosaur trackways tell us about their locomotion and behavior? How were the evolution of plants and that of dinosaurs related? Were the dinosaurs killed off by a meteoric impact and, if not, what was the cause for their extinction?

An important part of this course is visitation of key dinosaur sites, such as the spectacular quarry at Dinosaur National Monument, the classic and active dinosaur localities in the Fruita/Grand Junction area, and dinosaur footprint sites in the region of Moab, Utah. Specimens of dinosaurs will be studied at the Museum of Western Colorado in Grand Junction, the Devil's Canyon Science and Research Center in Fruita, and the Utah Field House in Vernal. We will visit most of these sites during three days of field excursions. The course will be taught at Grand Junction Colorado's Mesa College in the heart of dinosaur country.

For teachers of: All disciplines. Prerequisites: none.

Dr. Parrish is on the faculty of the Department of Biological Sciences at Northern Illinois University; previously, he was a Research associate and visiting assistant professor of geology at the University of Colorado Museum in Boulder. Dr. Parrish's areas of specialization include paleoecology, functional morphology, and paleobiogeography. He maintains an ongoing, international field program investigating fossil vertebrates and paleoenvironments and has conducted numerous programs on dinosaurs around the country.


Course: 51 CLOSED

Environmentalisms: Rethinking Wilderness and Nature

EVERETT MENDELSOHN, Harvard University

May 12-14, 1997 in Cambridge, MA Apply: HAR

Note: This course will be offered at Harvard University.

An historical examination of the emergence of modern environmentalism in the 20th century focusing on scientific, political and cultural elements. Materials will be drawn from the United States, Europe and the third world. A fundamental question: is it time to rethink nature/environment in the complex world of industry, rapid transportation, population growth, social justice and politics.

For college teachers of: all disciplines. Prerequisites: none.

Dr. Mendelsohn is Professor of the History of Science at Harvard University where he has taught courses on the development of the biological sciences, on the social context of sciences, and on science and society in the twentieth century and conservation, ecology and environment. He is President of the International Council of Science Policy Studies, Editor of the Journal of the History of Biology, and joint editor of the Sociology of Sciences Yearbook. He spent the spring of 1994 in Sweden as the Olof Palme Professor.


Course: 52

Adding an Environmental Dimension to Science and General Education Teaching

RONNIE HARDING, University of New South Wales, Australia

SHARON BEDER, University of Wollongong, Australia

June 5-7, 1997 in San Francisco, California Apply: CAL

Note: This course will be held at the San Francisco State University's Downtown Center.

Today's graduates are typically confronted with the need to consider the environment in their roles as professionals and citizens. To prepare graduates for these roles, there is a need for college teachers to incorporate issues relating to the social and environmental context into their subject matter.

Participants will be introduced to ways of integrating material into their subjects to serve this purpose. They will be shown some techniques that have been used successfully in Australia to teach contextual material to students from a wide range of disciplinary backgrounds and especially those from science, applied science, technology and engineering courses. They will be given the opportunity to explore how these techniques and others might be applied to their own teaching.

Techniques covered will include the use of interactive multimedia computer resources, role playing games, buzz groups and class debates. Participants will learn how such techniques can be used to help students understand the social dimension of science and technological decision-making and to grasp the idea that for many environmental questions there is no single "right answer" as they may have come to expect from the way science is taught and the way it is perceived by non-scientists.

A multimedia CD-ROM developed to teach the social and political context of environmental issues will be demonstrated and participants given the opportunity to explore how it works and how it is used for both lecture presentations and student-based learning. Participants are encouraged to bring with them their own course outlines so that they can workshop ways that contextual material might be integrated into them.

For college teachers of: all disciplines. Prerequisites: none.

Ms. Harding is Director of the Institute of Environmental Studies at the University of New South Wales. She has long-standing interest in environmental education and spent 18 years designing and teaching environmental studies subjects (concerning issues, decision-making, policy and values) as part of the General Education Program at UNSW, involving students from all Faculties. Dr. Beder is a senior lecturer in the Department of Science and Technology Studies at the University of Wollongong and a chartered professional engineer. She has extensive experience in designing university courses and in preparing educational resources including textbooks, video material and most recently a CD-ROM based multimedia package. Ms. Harding and Dr. Beder have each received grants from the Australian Government's competitive grant scheme for "The Advancement of University Teaching."


Course: 53

The Polar Regions: Role in Global Change Studies

ELLEN MOSLEY-THOMPSON and GARY S. WILSON, Byrd Polar Research Center, The

Ohio State University

June 23-26, 1997 in Columbus, OH Apply: PITT

Note: This course will be offered at the Byrd Polar Research Center at The Ohio State University in Columbus. This course is cosponsored by the DAY and PITT Field Centers. Send applications to the PITT Field Center.

Human activities now affect the Earth system in varied and measurable ways.

Increasing human population, coupled with economic development, may alter our environment, including the Earth's climate system, although future changes are not yet fully predictable. There is a growing consensus that policies are needed to slow chemical emissions and influence humans to engage in mitigating and adaptive practices. Policy implementation must be based upon sound scientific understanding of the Earth system including the nature of past climate variability, the primary physical, chemical and biological processes that constitute the system, and the complex linkages among these driving processes. These processes are studied by interpreting stratigraphic deposits using ice and sediment cores and rock exposures, by current observations including remotely sensed data which allow a multi-faceted view of the entire Earth, and by the use of computer-based climate models that test and advance our understanding of the dynamics of primary Earth system processes.

This course will focus on the scientific investigation of the polar regions which has contributed substantially to our knowledge of the Earth's past history and which are expected to be quite sensitive to changes in the global environmental system. This four-day course will include these topical sessions: 1) tectonic development of Antarctica and the stratigraphic record of climate evolution; 2) causes of Ice Ages, with an emphasis upon the present ice age; 3) reconstructing the Earth's climate history with an emphasis on ice cores; 4) use of climate models to study the interactions between the polar regions and global climate; 5) satellite-based remote sensing of the polar regions; and 6) history of human activities in the polar regions and the development of international environmental management strategies, especially the Antarctic Treaty system.

Participants will receive a complete set of teaching notes and materials ready for classroom use. These may include activities and information on CD-Rom, color graphics and images, and tape footage on VCR.

For college teachers of all: disciplines Prerequisites: none

Dr. Mosley-Thompson is a paleoclimatologist and Professor of Geography with extensive experience in the analysis and interpretation of ice core data. She teaches a senior level course in Integrated Earth Systems, has conducted field work in Antarctica and Greenland, and is involved in the study of recent climate and environmental change. Dr. Wilson is a Senior Research Associate whose field-based research program focuses on global climate, and ice sheet and sea level development of the last 100 million years. His research involves extracting paleoclimate information from sedimentary rocks on the margins of the Pacific and Southern Oceans and from sediment cores collected from Antarctica and the sea floor. The topical sessions will be lead by Research Scientists at the Byrd Polar Research Center who are nationally and internationally recognized. For more information about the Byrd Polar Research Center and the research activities of these scientists please visit our home page at http://www-bprc.mps.ohio-state.edu.


Course: 54

Using Stella II to Model Environmental Change

KURT KREITH, University of California at Davis

June 5-7, 1997 in DeKalb, IL Apply: NIU

Central to many efforts to understand phenomena of environmental changes is the concept of "system." Stella II is a flexible form of simulation software that enables the user to represent dynamical systems in an icon-based format. As such, Stella can be used to make a systems approach to environmental studies accessible to liberal-arts students.

After a brief discussion of the Copernican revolution, we will focus on the use of Stella II to represent environmental issues in the context of "the global system." Some Stella models from economics and ecology will lead to the concepts of "closed" and "isolated" systems that underlie the science of thermodynamics. Noting that the laws of thermodynamics require that the boundaries of a system be clearly specified, we will turn to the challenge of embedding classical economic and ecological models in the context of the (essentially closed) global system. The World2 model developed in connection with The Limits to Growth represents an early example of such modeling efforts, one which gave rise to the generic systems software called Stella II.

While this course will emphasize the use of Stella at a non-technical level, it can also be used in calculus-based contexts. Accordingly, we will provide some insight into the relationship between Stella's icons and the calculus in its discrete and continuous forms.

The course will involve both lecture-demonstrations and hands-on opportunities to develop Stella models in a computer lab setting.

For college teachers of: ecology, environmental studies, and economics; liberal arts courses addressing environmental issues; pre-service courses for secondary school teachers in science and mathematics. Prerequisites: familiarity with microcomputers and knowledge of pre-calculus mathematics.

Dr. Kreith is a Research Professor of Mathematics at the University of California at Davis. He has been actively involved in teacher training and directs a Master of Arts in Teaching degree program at UC Davis. He has offered summer institutes for high school teachers on Building a Mathematical Base for Environmental Studies Curricula and The Mathematics of Global Change. He is currently working with teachers at Davis Senior High School on a 12th grade course on Economics, Ecology, and Thermodynamics.


Course: 55

Geochemical Cycles in the Environment: Classroom and Field Applications

ELIZABETH BURTON, Northern Illinois University

May 1-3, 1997 in DeKalb, IL APPLY: NIU

Geochemical cycling is an important and powerful concept which has been used for many years by geochemists to understand the movement of natural elements or compounds within the "spheres" of the earth: the atmosphere, hydrosphere, lithosphere and biosphere. Well known geochemical cycles include the carbon cycle, the nitrogen cycle, and the hydrologic cycle. The cycling concept also may be applied to understanding the fate and transport of pollutants, and utilized in assessing remediation alternatives. With this approach, environmental geochemistry is easily integrated into general geochemistry and chemistry courses.

The goal of this course is to examine the behavior of pollutant compounds using the same principles and approaches that are used in geochemical cycling. We will look at the fundamental concepts of cycling and examine thermodynamic and kinetic models for chemical behavior. In this context, we will examine the importance of compound structure in predicting the behavior of various pollutants and review reaction types--including oxidation-reduction, acid-base, adsorption, ion-exchange and phase partitioning--that govern the pathways and reservoirs that pollutant compounds occupy in ecosystems. Both biological and chemical pathways will be examined. Remediation techniques will be assessed in the context of cycling.

A major aspect of the course will be visits to waste sites, including a USEPA Superfund hazardous waste site and a municipal landfill, where course participants can see firsthand how chemical and geological principles pertain to containment, monitoring and remediation.

For college teachers of: earth science, geology, geography, chemistry or biology. Prerequisites: none.

Elizabeth Burton is associate professor of Geology at Northern Illinois University. Her teaching and research focus on environmental geochemistry and mineral-water interactions. She and her students are currently involved in research projects investigating nitrogen and phosphorus cycling between the soil and atmosphere, carbon and nitrogen cycling in landfills, interactions of carbonate mineral surfaces with aqueous ions and temporal correlations of ocean and sedimentary rock geochemistry in the geologic record. She teaches environmental geochemistry, water resource geochemistry, and contaminant geochemistry at NIU and has been an instructor for the USGS-USEPA.


Course: 56 CLOSED

Environmental Design Research: Improving the Environment Through the Use of Behavioral Research and Theory

PAUL D. CHERULNIK University of Science and Arts of Oklahoma

May 22-24, 1997, in San Francisco, California Apply: CAL

Note: This course will be held at the San Francisco State University's Downtown Center. The costs of local transportation and other expenses associated with field trips will paid by the participants. This course is cosponsored by the TXA and CAL Field Centers. Send applications to the CAL Field Center.

Over the past several decades, social scientists studying the mutual interrelationships between the physical environment and human behavior (psychologists, sociologists, anthropologists, and others), together with design professionals interested in improving the fit between environmental settings and the needs of their users (architects, landscape architects, interior designers, planners, and others) have been engaged in an exciting collaborative effort known as environmental design research (EDR).

Spurred by the environmental movement, by advances in relevant behavioral research and theory, and by an ever-increasing demand for accountability by the clients of design professionals, the field of EDR has begun to produce impressive tangible results. Throughout the United States, and elsewhere in the world, building, interior spaces, public plazas and parks, urban and regional planning policies, scenic recreation areas, and environmental protection and conservation programs have shown the benefits of applying scientific knowledge about environment-behavior relationships to environmental design, planning, and management, both in the initial stages of environmental projects and later in evaluating the suitability of the resulting settings to their users' needs.

This short course will examine the EDR enterprise through the case study method. Successful examples of EDR from each of the design professionals will be examined, from public housing project to office building, urban plaza to scenic river, jail to hospital. Visits to a number of exemplary EDR projects in the Bay Area are planned, in addition, possible visits to local research facilities and with local EDR practitioners. Based on the study of these successful projects, a general model of EDR will be described and discussed, as well as the potential of the method for addressing environmental concerns of course participants.

For college teachers of: social sciences, environmental sciences, and design and planning, and interested others. Prerequisites: none.

Dr. Cherulnik is Associate Professor of Psychology at the University of Science and Arts of Oklahoma in Chickasha. He is author of Applications of Environment-Behavior Research: Case Studies and Analysis (Cambridge University Press, 1993), Behavioral Research (Harper & Row, 1983), and numerous articles in environment-behavior and social psychology journals. He has served as a consultant for several environmental design research projects, on questions related to his research on environmental cognition and methods of behavioral observation and analysis.


Course: 57

The Ecology of the Klamath Mountains Bioregion in Northern California and Southern Oregon: A Region of Ancient Forests

CLAUDE CURRAN, FRANK LANG and JOHN MAIRS, Southern Oregon State College

June 19-21, 1997 in Ashland, Oregon Apply: CAL

Note: This course will be held at Southern Oregon State College.

The Klamath Mountain Knot encompasses approximately 30,000 square kilometers in northern California and southern Oregon. This island mountain region is the refuge for flora and fauna of great diversity for a middle latitude region. The range is transitional between Mediterranean climate to the south and Marine West Coast to the north. This zone of transition, as well as mountainous topography and unique geologic variation, creates a landscape of micro- and meso-regions that explain much of the diversity of this geomorphic province.

Participants in the course will be introduced to an east-west transect of the mountains at about 42 degrees north latitude. The transect will provide the opportunity to observe and discuss the landscape, flora and fauna from the Pacific Ocean littoral zone eastward. Ancient redwood forests occur in the fog zone along the coast, the old-growth Douglas-fir zone along the western side of the mountains culminate in more xeric, rain-shadow induced Ponderosa pine and chaparral associations on the eastern slope of the mountains.

The course will be in the Klamath Bioregion where elevations will range from sea level to 2,500 meters above sea level. Most observations will be made from vehicles gaining access to the mountains by van. There will be an opportunity for some non-strenuous hikes at various locations. Guest speakers from various public agencies will augment the observation and materials presented by the instructors.

For college teachers of: geography, ecology, biology, geology and related subjects. Prerequisites: none.

Dr. Curran has taught physical geography including landforms, climate, natural hazards and natural resources. His major area of interest is the role of wildfire as an ecological agent in the Klamath Bioregion. He was moderator of the Klamath Bioregional Symposium sponsored by the Northwest Science Association. Dr. Lang's academic interests are: systematic botany, plant ecology and biological illustration. During the past few years, he has hosted Japanese botanists who are collecting plants from the Klamath Mountains Bioregion for medicinal research. Dr. Mairs' interest is in physical geography with special research in remote sensing, cartography, geographic information systems (GIS) and geomorphology. He is in the process of completing a collaborative watershed atlas utilizing GIS. The atlas will be a major accomplishment of the Applegate Partnership, a coalition of government, education, environmental and private citizen groups. The 200,000 hectare Applegate River Basin is a model of ecological restoration where an entire drainage basin is targeted.


Course: 58

Ecology of the Rockies

MICHAEL W. MONAHAN, University of Denver

P. KELLY WILLIAMS, University of Dayton

July 12-17, 1997 near Denver, CO Apply: DAY

Note: This course is cosponsored by and offered at the University of Denver Mt. Evans Field Station. Applications should be sent to the DAY Field Center. Meals and lodging will be available. It is recommended that participants take meals and lodging at the Field Station since the course will run from early morning to late evening. Estimated cost for lodging, meals and transportation is about sixty dollars per person per day. Lodging will be at the Field Station at an elevation of 3260 meters (10,700 feet). Those with serious respiratory or other medical problems should not apply.

This five-day seminar at the Mt. Evans Field Station of the University of Denver provides exposure to environmental systems of the Colorado Front Range, while focusing on ecological patterns and processes in alpine and montane environments. The seminar consists of five major topics, each introduced with an evening slide presentation and developed in greater depth with a day-long field trip. Topics include geology of the Front Range; ecosystems of the Front Range from grassland to subalpine; alpine environments, communities, and species; the population biology and behavioral ecology of white-tailed ptarmigan; and population and community ecology of mountain goats and big horn sheep in the Mt. Evans alpine. Contributions by course faculty will be augmented with lectures and field trips by guest scientists.

The Mt. Evans Field Station is located an hour's drive west of Denver in subalpine of the Arapaho National Forest near Echo Lake at an elevation of 3260 meters (10,700 feet). Accessible by paved road, the Mt. Evans alpine extends over an elevational rate of 915 meters (3000 feet) and offers community types ranging from boulder, talus, and screen slopes to meadows, turfs, fellfields, and snowbeds. Mountain goats, big horn sheep and elk are common members of the local alpine fauna that also includes ptarmigan, marmots, pika, pine martin, and brown-capped rosy finch. Lying between 2740 and 3505 meters (9,000 and 11,500 feet), the subalpine zone on Mt. Evans is dominated by Englemann spruce and subalpine fir but includes old-aged stands of bristlecone and limber pine, successional communities of meadow, aspen, and lodgepole pine, and a well developed krummholz zone at treeline. Extending to about 1675 meters (5,500 feet), the montane zone is dominated by ponderosa pine and douglas fir that give way to juniper and scrub oak near the contact zone with short-grass prairie. The Station also lies in close proximity to varied aquatic environments, including three cirque lakes and two watersheds.

For college teachers of: biology, geography. Prerequisites: none.

Dr. Monahan is director of the Mt. Evans Field Station and codirector of Environmental Science at the University of Denver. Along with research interest on the behavioral ecology of breeding birds, he teaches environmental science at the University of Denver, including a week-long course in Alpine Ecology at the Mt. Evans Field Station. Dr. Williams is a population ecologist at the University of Dayton. He has worked with secondary teachers in Colorado for over a decade in a program supported by the National Science Foundation. He teaches ecology and vertebrate zoology.


Course: 59 CLOSED

Ecology of South-Central Alaska

BJARTMAR SVEINBJöRNSSON and DONALD SPALINGER,

Department of Biological Sciences, University of Alaska Anchorage

July 12-14, 1997 in and near Anchorage, AK Apply: DAY

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 $50 (in addition to the application fee), which covers van travel on field trips, and other course-related expenses. Optional reduced rate lodging will be available.

This course is a three-day field study of plants and animals and their environments in south-central Alaska. The area is particularly interesting because of its floristic and habitat diversity: here the costal rainforest meets the boreal forest and it is a short distance between coastal wetlands and alpine tundra. The forces shaping the plant and animal communities will be demonstrated on field trips to recent wildfire areas, alpine treeline, tundra, boreal forest, and coastal rainforest sites.

The first day will start with a briefing on the general distribution of topography, physiography, climate, and plant communities of the region. It will be followed by a visit to wetlands and boreal forest sites around Anchorage. During the second day there will be a field trip to Turnagain Pass south of Anchorage to study the alpine tundra and treeline, and on the return trip a visit to a coastal rainforest site. On the third day, the group will visit the Big Lake wildfire area, where 37,000 acres burned in the summer of 1996, and Hatcher Pass, where the alpine tundra rises above the boreal forest. Each field trip will require light to moderate hiking. The above schedule may be modified to suit weather and conditions.

Those interested in an optional fourth day may choose to visit Denali National Park or Resurrection Bay and Kenai Fjords National Park on commercial tours. Details on these trips will be made available to participants.

For college teachers of: any discipline. Prerequisites: an interest in the natural sciences.

Dr. Sveinbjornsson is Chair of the Department of Biological Sciences at the University of Alaska Anchorage. He teaches courses in plant ecology and ecosystems. His research involves controls on treeline dynamics and global change as well as the ecology of mosses and lichens. Dr. Spalinger is an Assistant Professor in the Department of Biological Sciences where he teaches courses in zoology and animal ecology. His research is primarily in grazing and browsing ecology of mammals.


Course: 60

Marine Invertebrate Diversity and Ecology

KERSTIN WASSON, Department of Zoology, University of Washington

May 22-24, 1997 in Seattle, Washington Apply: CAL

Note: This course will be held at the University of Washington's Friday Harbor Laboratories and has a participant fee of $230 (in addition to the application fee), which covers room and board and use of the research vessel. Enrollment is limited to 20 participants.

This course will introduce participants to the invertebrate fauna of the San Juan archipelago, and will cover recent advances in invertebrate ecology that can be readily incorporated into introductory or advanced undergraduate biology courses. Participants will reside at the University of Washington's Friday Harbor Laboratories (FHL), and will make use of the educational and research facilities of the labs to explore local invertebrate diversity.

Lectures will address aspects of marine invertebrate ecology, such as the role of pre-settlement vs. post-settlement processes in determining distributions, the biology of modular animals, consequences of marine invasions (introduced species), and adaptive strategies of growth and sex. There will also be a workshop to discuss how undergraduates can be taught ecological thinking using invertebrate systems.

In addition to attending lectures, participants will have extensive hands-on experience with local invertebrates. In the field, we will:

dredge bethic subtidal invertebrates from rocky and muddy bottoms during a two-hour excursion on a FHL research vessel,

examine the fouling community of the FHL dock,

observe invertebrates at intertidal sites on San Juan Island, including a lagoon, a mudflat, and a rocky shore,

attract nocturnal pelagic invertebrates by "nightlighting" from the FHL dock, and

collect invertebrate larvae in plankton tows using FHL boats.

In the laboratory, we will examine the adult body plans of the animals we have collected and observe larval forms from plankton tows. (Participants should bring appropriate footwear, preferably boots, to wear on field trips. Participants may wish to bring slide film and cameras to photograph invertebrates and their habitats.)

For college teachers of: biology or marine sciences. Prerequisites: none.

Dr. Wasson received her Ph.D. in Biology from the University of California, Santa Cruz, and is currently teaching at the University of Washington. She has investigated growth and reproductive strategies of colonial invertebrates at Friday Harbor Laboratories as well as at marine stations in California, New Zealand, Australia, and Belize. She recently revised two genera of colonial kamptozoans in the northeastern Pacific, and described a new species from San Juan Island.


Course: 61 CLOSED

The Ecology of Subtropical Marine Environments

MICHAEL S. FOSTER, Moss Landing Marine Laboratories, Moss Landing, California

RAFAEL RIOSMENA-RODRIGUEZ and HECTOR REYES-BONILLA, Department of Marine Biology, Universidad Autonoma de Baja California Sur (UABCS), La Paz, BCS, Mexico

June 12-14, 1997 in La Paz, Baja California Sur, Mexico Apply: CAL

Note: This course will be held in La Paz, Baja California Sur, Mexico.

Tropical reefs and temperature kelp forests are well known for their great diversity and productivity. What nearshore marine communities occur in the warm temperature waters between these major geographic areas, and how do they function? Participants will leave the course with a good understanding of subtropical marine ecosystems and the insights they provide in answering general questions in ecology.

The course will be held in the beautiful coastal city of La Paz in the southern Gulf of California. Participants can travel to La Paz by car or plane, and will reside in a hotel on the shore. The course will include field trips to observe the rich assemblages of marine plants and animals in nearby mangrove forests, lagoons, rocky shores, and coral reefs. Bring your snorkeling equipment. Lectures and discussion sessions will be held at the hotel.

For college teachers of: biology, ecology, marine science and other disciplines who want a better understanding of the marine environment. Prerequisites: none.

Dr. Foster is Professor of Marine Science at the Moss Landing Marine Laboratories of San Jose State University. He has worked, published, and taught extensively in marine ecology and coastal management, and has been studying marine communities in Baja California for nearly 10 years. Professors Riosmena-Rodriguez and Reyes-Bonilla are marine scientists at UABCS. They are experts in marine botany (Riosmena) and coral reef ecology (Reyes), with numerous publications on the marine biology and biogeography of the Gulf.


Course: 62

The Marine Life of Santa Catalina Island and Its Surrounding Waters

STEVEN N. MURRAY, Southern California Marine Institute (SCMI), Terminal Island, California

June 19-21, 1997 at Santa Catalina Island, California Apply: CAL

Note: This course will be held at Santa Catalina Island and has a participant fee of $255 (in addition to the application fee), which covers room and board and use of SCMI's research vessel.

Santa Catalina Island, located a mere 22 miles offshore from Los Angeles Harbor, provides a unique pristine environment for studying marine life. Participants will explore the lee coast of the island and discover its rich biological diversity.

Participants will board a research vessel at the Southern California Marine Institute's Fish Harbor Laboratory and embark on a cruise across the deep channel connecting Santa Catalina Island with the Southern California mainland. During this cruise, participants will learn about pelagic organisms and trawl for mid-water fishes. Upon arrival on Santa Catalina Island, participants will reside at the Wrigley Marine Science Center located near the island community of Two Harbors. While on the island, participants will study nearshore seaweed's, invertebrates, fishes, birds and mammals using a research vessel as a floating experiential classroom. Participants will also discover the rich marine life inhabiting rocky intertidal environments near the marine science center.

Participants will be encouraged to study marine life up-close via snorkeling in the quiet clear Catalina Island waters. For those participants who meet the Institute's requirements for certification, a SCUBA dive will be arranged. Housing will be on the island.

For college teachers of: marine science and members of other disciplines who want to expand their knowledge of the marine environment. Prerequisites: none.

Dr. Murray is Professor of Biological Sciences at California State University, Fullerton. He has published extensively in major journals on the ecology of coastal marine populations and communities. He is an expert on intertidal and shallow subtidal marine life of Southern California. Professor Murray is considered an authority on Santa Catalina Island marine life and is highly sought as a workshop presenter on this topic.


Course: 63 CLOSED

A Guide to Tropical Plants: Cycads and Monocot Families

ROGER W. SANDERS, Botanical Research Institute of Texas

May 18-23, 1997 in Coral Gables, FL Apply: TXA

Note: This course will be conducted at Fairchild Tropical Garden and the Montgomery Foundation in the southern coastal area of metropolitan Miami. These sister institutions are located in residential Coral Gables, about three miles from the nearest commercial area. A block of rooms will be reserved at a nearby hotel and ground transportation will be provided.

Situated in tropical South Florida, Fairchild Tropical Garden (FTG) and the Montgomery Foundation (MF) together have the largest living collection of documented and curated tropical plants of any botanic garden in the continental United States, especially in the areas of palms, cycads, and broadleaf trees. FTG has a long-standing history of education in tropical botany, and the MF is dedicated to providing materials for research, education, and conservation of tropical plants. Because this course aims to enable instructors to make use of tropical plant materials in their courses, the emphasis will be on forays into the living collections; there will be ample opportunity for photography and the preparation of herbarium and pickled specimens. Short lectures and extensive handouts will provide orientation in the recognition characters (field and technical), systematic placement and subdivision, and, as time allows, uses of the families covered. Participants will gain first-hand experience with the cycads and major tropical monocot families: palms and relatives, aroids, gingers and relatives, bromeliads, and woody lilies.

For college teachers of: biology, botany, systematics, and ecology. Prerequisites: a course in plant taxonomy or field botany, in order to understand taxonomic terminology.

Dr. Sanders has a Ph.D. in plant systematics from The University of Texas at Austin. He was for 12 years plant taxonomist at Fairchild Tropical Garden and is currently Research Associate with the Botanical Research Institute of Texas in Fort Worth.


Course: 64 CLOSED

A Guide to Tropical Plants: Dicot Families

ROGER W. SANDERS, Botanical Research Institute of Texas

May 25-30, 1997 in Coral Gables, FL Apply: TXA

Note: This course will be conducted at Fairchild Tropical Garden and the Montgomery Foundation in the southern coastal area of metropolitan Miami. These sister institutions are located in residential Coral Gables, about three miles from the nearest commercial area. A block of rooms will be reserved at a nearby hotel and ground transportation will be provided.

Situated in tropical South Florida, Fairchild Tropical Garden (FTG) and the Montgomery Foundation (MF) together have the largest living collection of documented and curated tropical plants of any botanic garden in the continental United States, especially in the areas of palms, cycads, and broadleaf trees. FTG has a long-standing history of education in tropical botany, and the MF is dedicated to providing materials for research, education, and conservation of tropical plants. Because this course aims to enable instructors to make use of tropical plant materials in their courses, the emphasis will be on forays into the living collections; there will be ample opportunity for photography and the preparation of herbarium and pickled specimens. Short lectures and extensive handouts will provide orientation in the recognition characters (field and technical), systematic placement and subdivision, and, as time allows, uses of the families covered. Participants will gain first-hand experience with the major tropical dicot families: Annonaceae, Lauraceae, Guttiferae, Sapotaceae, Sterculiaceae, Bombacaceae, Rutaceae and relatives, Myrtaceae and relatives, and Bignoniaceae,as well as the tropical members of the Moraceae, Euphorbiaceae, Leguminosae, Apocynaceae, Rubiaceae, and Verbenaceae.

For college teachers of: biology, botany, systematics, and ecology. Prerequisites: a course in plant taxonomy or field botany, in order to understand taxonomic terminology.

Dr. Sanders has a Ph.D. in plant systematics from The University of Texas at Austin. He was for 12 years plant taxonomist at Fairchild Tropical Garden and is currently Research Associate with the Botanical Research Institute of Texas in Fort Worth.


Course: 65 CLOSED

Tropical Forests in Costa Rica

BARBARA BENTLEY, University of Utah

Feb. 16-20, 1997 in Costa Rica Apply: SUSB

Note: This five day course will be conducted in Costa Rica under the auspices of the Organization for Tropical Studies (OTS). Participants must make their own arrangements for transportation to San Jose, CR. Lodging, meals, OTS fees, and transportation costs associated with field trips will be paid by participants.

This five day program will provide an introduction to the complexity and diversity of tropical forest ecosystems. The experience includes a two-day visit to the world-famous La Selva Biological Station located at the foot of Volcan Barba in the Atlantic lowlands of Costa Rica. At La Selva, the schedule includes an afternoon nature walk in a virtually undisturbed tropical rainforest, and a full day of "hands-on" field exercises demonstrating research and teaching techniques in the field. The second half of the program will be a visit to the Palo Verde Field Station located in a tropical dry-deciduous forest in Guanacaste province of northwestern Costa Rica. Although Palo Verde is only about 100 miles as the crow flies from La Selva, the forest here is strikingly different. Most trees lose their leaves during the dry season (November through April), yet the dry season is the peak of flowering for many species. Activities at this site will include nature walks and a tour of a hydro-electric/irrigation project where conservation of natural environments comes face to face with economic development. Evening discussions will focus on the natural history of tropical forests, the design of field activities for university field courses, and examination of issues surrounding the conservation of tropical ecosystems.

For college teachers: with a science background. Prerequisites: none.

Barbara Bentley is a plant ecologist, studying the effects of global environmental change on ecological interactions. She has done extensive research in the tropics, not only in Costa Rica, but in Brazil, Venezuela, Liberia (West Africa), and Kenya. She has been associated with the Organization for Tropical Studies since she did her dissertation work in Costa Rica in 1970-72. Over the years she has taught many field courses and is very familiar with issues of natural history and conservation. She is currently a Professor at the University of Utah, with a joint appointment in Biology and with the Red Butte Garden where she is developing the environmental science program for the university.


Course: 66 CLOSED

Natural History of Mona Island, Puerto Rico

FERNANDO BIRD-PICO, GARY J. BREKON, LUCY BUNKLEY-WILLIAMS, CARLOS A. DELANNOY, JAMES JOYCE and DUANE A. KOLTERMAN

University of Puerto Rico

Apr. 28-May 2, 1997 on Mona Island, 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 by staff of the Mayagüez 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. Participants from the mainland should plan to arrive in Mayagüez on April 28; transportation will be provided between Mayagüez and La Parguera, in southwestern PR. The boat will leave La Parguera at midnight- travel to Mona takes about 7 hours- and will return to La Parguera in the mid-afternoon May 2. It is recommended that participants from the mainland spend the night of May 2 at the UPR-Mayagüez College Hotel, at a cost of $15, and fly out of Mayagüez the next day. All participants should bring a sturdy pair of hiking boots, field equipment (binoculars, mask and snorkel, etc.), and personal effects; further information will be mailed to the participants prior to the beginning of the course. Participants from Puerto Rico should bring camping equipment (tents, sleeping bags); participants from the mainland can stay in the DNER facilities on Mona or may camp if they wish. Food will be purchased and prepared by course staff. This course has a participant's fee of $165 (in addition to the application fee), which covers boat transportation, food, and DNER permits.

Mona Island, located midway between Puerto Rico and the Dominican Republic, is composed of dolomite and limestone and is surrounded by coral reefs. Artifacts, petroglyphs, and historical records demonstrate that it has been inhabited since pre-Columbian times. Mona has been utilized for agriculture and the removal of guano; at present, the island is managed by the Puerto Rico Department of Natural and Environmental Resources (DNER), and has no permanent residents. Mona is a unique island, largely covered with low, semideciduous forest that harbors a number of rare and endemic species, in spite of past and present disturbance and the introduction of exotic plants and animals. It has been called "the Galápagos of the Caribbean."

This course will provide an integrated study of the terrestrial and marine flora and fauna of Mona, as well as geological, anthropological, and historical aspects. Specific topics will include: the history of Mona, before and since its discovery by Columbus; geological history and present geology; vegetation and flora; birds, reptiles, and amphibians, marine ecology; endangered species and their conservation. In addition to lectures, participants will be divided into groups of 8- 12 for field studies and visits to representative habitats, caves, coral reefs, etc.; there will be options among which to choose, depending on the interests and physical condition of the participants. This course is limited to 32 participants.

For college teachers of: biology, geology, geography, anthropology, and related fields. Prerequisites: participants must be in good physical condition.

All the course instructors are faculty members at the University of Puerto Rico, Mayagüez Campus, with prior experience on Mona Island. Dr. Bird has research and teaching interests in herpetology, population genetics, and systematic zoology. Dr. Beckon has research and teaching interests in plant taxonomy and ecology. Dr. Bunkley Williams has research and teaching interests in marine parasitology and marine ecology. Dr. Delannoy has research and teaching interests in ornithology and ecology. Dr. Joyce has research and teaching interests in Caribbean geology. Dr. Kolterman has research and teaching interest in conservation biology and plant biosystematics; he will coordinate the logistical aspects of the course, with the assistance of two graduate students.


Course: 67

Creativity in Science and the Arts

RALPH DAVIS, Albion College

May 15-17, 1997 in San Francisco, California Apply: CAL

Note: This course will be held at the San Francisco State University's Downtown Center.

The topic of this course will be the idea of creativity in science and the arts. It will survey some of the more prominent approaches to the study of creativity highlighting the creative process and its products as well as those conditions - personal, cultural and historical -that seem most conducive to the production of exceptionally creative individuals and accomplishments. The course will draw heavily on recent work in cognitive psychology but also will include contributions from philosophy, psychiatry and the arts. Biographical materials and comments on creativity of such persons as da Vinci, Darwin, Einstein, Feynman, Freud, Hardy, McClintock, Newton, Poincare and Ramanujan, as well as various persons in the arts -Bacon, Calvino, Cage, Cexanne, Miller, Picasso, van Gogh, etc. - will provide case studies and anecdotal material. Definitions which try to identify the common creative ground in science, literature and the arts will be examined along with the associated notions of imagination, intelligence, insight, problem-solving, genius, prodigy, etc., and less obviously related subjects such as chaos and complexity theory. And, in light of the above, we will explore the possibilities of enhancing the creative process in our classrooms.

For college teachers of: all disciplines. Prerequisites: none.

Dr. Davis is Professor of Philosophy at Albion College where he has directed both the honors program and the interdisciplinary program. His research and teaching interests have included the creative process, the history of science, science and value, the philosophy of art, and modern and contemporary art. He is himself an artist with a number of shows and exhibits.


Course: 68

From the Sin of Onan to the Eugenics Movement: A History of the Idea of Unifit People

ELOF AXEL CARLSON, State University of New York at Stony Brook

Mar. 24-26, 1997 in New York City Apply: SUSB

Note: This course will be offered at the American Museum of Natural History in Manhattan.

The eugenics movement is usually treated as beginning with Francis Galton's studies of hereditary genius, merging with Herbert Spencer's social Darwinism, and attracting conservative, elitist, and racist intellectuals. The roots of the eugenics movement are much earlier and more complex. They include the idea of human degeneration, at first (about 1710) associated by clergy with masturbation and then rendered into a medical problem that also included degeneracy from environmental agents (alcohol, mercury, lead, air pollution, water pollution) often associated with poverty. As technology expanded in the nineteenth century, the clergy developed "the new charity", criminologists developed the idea of prisons as "moral hospitals," sociologists hoped to reverse degeneration by wholesome environments, and physicians sought physiological explanations for degeneracy. By the 1880's Weismann's ideas on the germplasm provided a pessimistic basis for those unsatisfied with ineffective social reforms; the poor and other problem classes became transformed to dangerous classes and then into unfit people. Intellectuals involved in this history include Benedict Morel, Richard Dugdale, Elisha Harris, Oliver Wendell Holmes, Max Nordau, Emile Zola, and David Starr Jordan.

For college teachers of: natural and social sciences. Prerequisites: none.

Elof Axel Carlson is a SUNY Distinguished Teaching Professor in the Department of Biochemistry, SUNY at Stony Brook. He is the author of The Gene: A Critical History, Gene Radiation, and Society: The Life and Work of H.J. Muller, and Human Genetics. His interests include mutagenesis, human genetics, the history of science, and the teaching of biology for liberal arts students. Dr. Carlson has been a distinguished Visiting Professor at San Diego State College, the University of Minnesota, the University of Utah, and Tougaloo College.


Course: 69

Downsizing in Perspective: Are There Any Winners?

WILLIAM C. DUNKELBERG, Temple University

DEANNA GEDDES, Temple University

Apr. 10-12, 1997 in Philadelphia Apply: TUCC

Changes in the employment picture at many large firms have received a great deal of media attention in recent years. Newspapers and television are focusing on the situation of those affected by corporate change, especially given that white collar workers as well as blue collar workers are being "downsized."

This course will look at "downsizing" in the context of the U.S. labor force and economic change over the past 50 years. In particular, the labor force "dynamic" in the U.S. will be compared with that in other countries. Also, employment trends in various industries and demographic groups (age, sex, education) will be examined and evaluated. Other topics to be included are: (1) short term versus long term benefits and costs, (2) rapid downsizing versus attrition, (3) multinational versus national or local companies, (4) competitiveness, and (5) misconceptions.

The personal tragedy of unemployment and its incidence in the population will be reviewed, focusing on the personal (psychological, family structure and lifestyle, etc.) dimensions of downsizing as well as its impact on firm performance and on the remaining workers. Various alternatives for dealing with the forces that result in downsizing will be explored.

For college teachers of: economics, finance, management, sociology and psychology.

Dr. Dunkelberg, former dean and current professor of economics at Temple University School of Business and Management, is chief economist for the National Federation of Independent Businesses, and his interests include entrepreneurship and small business. Dr. Geddes, an associate professor of Human Resource Administration, does research in organizational communication, performance appraisal and workplace aggression.


Course: 70

Who Shall Feed the World? Ecological and Political Perspectives on the Future of Food and Hunger

ELLEN MESSER, Alan Shawn Feinstein World Hunger Program and Department of Anthropology, Brown University, Providence, RI

June 9-11, 1997 in Philadelphia Apply: TUCC

In recent years, food experts have offered opposite forecasts on the future of food and hunger. Technological optimists point to "green revolution" and public health advances and foresee no problem. They insist that human ingenuity and international institutions can hold hunger at bay. Others portray a world food crisis, in which current levels of food production cannot be sustained, at the same time increasing population puts even greater pressure on non-renewable resources.

This course evaluates these contradictory scenarios from ecological, political-economic, sociocultural, and nutritional perspectives. Drawing on archaeological, historical, and contemporary evidence, it investigates the different types of hunger (food shortage, insufficient entitlement to food, food deprivation due to sociocultural or health factors); the contexts in which different types of hunger arise; and the efforts that are advancing to prevent food shortfalls and malnutrition in different parts of the world. Case studies concentrate mainly on food and hunger outlooks for the developing world, but touch also on problems of hunger and environmentally responsible agricultural production in industrialized countries, and dimensions of global interdependence for improving food-nutrition situations in both rich and poor countries.

For college teachers of: all disciplines, but especially social sciences.

Dr. Messer is an anthropologist at Brown University, where she is a professor, and past director, of the Alan Shawn Feinstein World Hunger Program. She has taught courses on the history of food systems, the ecology and politics of world hunger, hunger and human rights, and the biotechnological revolution in the developing world; and she writes broadly on issues of food, hunger, diet, and culinary history.


Course: 71

Origins and History of Southwestern Pueblo People

WINIFRED CREAMER, Northern Illinois University

June 22-25, 1997 in Santa Fe, New Mexico APPLY: NIU

This session will review the history of the Pueblo people who live in parts of Utah, Colorado, Arizona and New Mexico. Beginning with farming households dispersed across the American southwest in A.D. 1200, we will focus on critical turning points that have shaped Pueblo culture. These include the abandonment of the Four Corners area around A.D. 1200, the development of large pueblo villages with up to 3,000 rooms, and changes in ritual associated with the Katsina cult. The impact of European exploration and colonization during the 16th and 17th centuries on Pueblo culture was another major turning point in Pueblo history. Twentieth-century change in Pueblo culture will also be contrasted with archaeological views of Pueblo people. A visit to an ancient Pueblo village, and to a contemporary Pueblo feast day celebration will provide participants a chance to compare aspects of past and present Pueblo life. On the last day of the Chautauqua, participants will attend the annual feast day dances at San Juan Pueblo, a traditional Pueblo community north of Santa Fe.

Suggested readings prior to course: Cordell, Linda, 1984, Prehistory of the Southwest, New York: Academic Press; chapters 9 and 10. Trimble, Steven, 1992, The People. Santa Fe: School of American Research Press; chapters on Pueblos.

For college teachers of: anthropology. Prerequisites: none.

Winifred Creamer is an associate professor of anthropology at Northern Illinois University, author of The Architecture of Arroyo Hondo Pueblo, and co-author of Stress and Warfare among the Kayenta Anasazi of the Thirteenth Century, A.D.


Course: 72

The 1990 Census: A Resource for Undergraduate Teaching and Research

DUDLEY L. POSTON, JR., Department of Sociology, Texas A&M University

Apr. 23-25, 1997 in Dayton, OH Apply: DAY

The 1990 U. S. Census was conducted on April 1, 1990, and was our country's 21st decennial census. The Census and its data, concepts and procedures provide a rich resource for college teachers. The purposes of this short course are to introduce the 1990 U. S. census of population - its form, content, concepts, data products and methodology - and to explore the use of these materials in undergraduate education and research. In so doing, we will endeavor to assist college teachers in gaining access to, and in using, these materials in teaching and research. Other U. S. Censuses and international censuses (especially the 1990 Census of the People's Republic of China) will also be covered, as will other non-census sources of population data, such as population registers and surveys. Microcomputer applications will also be introduced and explored, to include software for classroom presentation, statistical packages and utility software for data analysis. Computerized data extracts from the 1990 U. S. and China Censuses will be introduced and used in the course. Discussions will also focus on various substantive issues involving the census and data collection, including population underenumeration, statistical adjustment, reapportionment procedures, and federal funding formulas. The content and coverage of the 2000 Census will also be previewed.

For college teachers of: the social sciences and other fields such as business, statistics, communications, etc. Prerequisites: none.

Dr. Poston is Professor and Head of the Department of Sociology, and the Samuel Rhea Gammon Professor of Liberal Arts, at Texas A&M University. He formerly taught sociology and demography at the University of Texas at Austin and at Cornell University. He has published over 170 papers, chapters and reports on various sociological and demographic topics, and has coauthored/edited five books, including Census 80: Continuing the Factfinder Tradition; Essays in Population Economics; The Population of Modern China; and Thirty Million Texans?


Course: 73

Implementation of Advanced Technology in the Undergraduate Laboratories

GREG E. MAKSI, State Technical Institute at Memphis, TN

June 26-28, 1997 in Memphis, TN Apply: CBU

Science, engineering and technology teachers in four year and two year colleges must keep abreast of today's industrial processes to prepare their students and counsel them to meet the challenges they will face. Sometimes surprising and always challenging, the world of high-tech industry is here to stay. Topics will be oriented towards the use of computers in industry and how their use is changing the old world of manufacturing. Teachers will have hands-on laboratory work combined with demonstrations in the award-winning manufacturing laboratories of the Tennessee State Technical Institute at the Memphis main campus. The experiences are designed to enhance the participant's understanding of the dynamics of modern manufacturing. This course has been tailor-made for teachers of postsecondary science, engineering and technology students who will be challenged by advanced technology.

Choosing and integrating advanced technology equipment into a laboratory can be a challenging, even daunting, task when first attempted. This course will familiarize science, engineering and technology educators with the selection, implementation, use and installation of various types of advanced technology equipment, software, and systems. The participants will have experience with PC computers, computer numerical controlled (CNC) machines, robots, bar-code scanners, and programmable logic controllers. Software covered include computer-aided design (CAD) software containing 3D modeling, photo-realistic rendering, and animation; and CNC software containing CAD/CAM applications. Integration of CAD/CAM software with Microsoft Office for technical presentations will also be covered. Computer-controlled systems include vision inspection systems, automated storage and retrieval systems, laboratory LANs, and the Internet. Additional topics include industry-relevant certifications and programs, and collaboration with industry and technical societies. As a survey short course, general topics will also include careers for the next century, curricula in high technology, and the role of teachers in interfacing their classroom presentations with the needs of students entering industry.

For college teachers of: science, engineering and technology. Prerequisites: none.

Dr. Maksi, P.E., is chairman of Industrial Engineering, Mechanical Engineering, and Industrial Maintenance Technologies at the State Technical Institute in Memphis. He is professor for the Masters of Science in Operations of Management degree program through the University of Arkansas which utilizes the advanced technology laboratories at State Tech. He is responsible for ABET accreditation of the Industrial Engineering Technology Program (19 consecutive years) and the Mechanical Engineering Technology program (25 consecutive years). He has been the West Tennessee Coordinator for the Educational Alliance for Manufacturing, developing alliances with industries, universities, two year colleges, and government laboratories to share resources through advanced manufacturing technologies. He has been recognized by Who's Who in American Education and Who's Who Among America's Teachers.


Course: 74

Multimedia Laboratory and Classroom Simulations: Instructional Tools for the Sciences

JOHN E. BLANK, Associate Dean for Instructional Computing,

Cleveland State University

June 5-7, 1997 in Dayton, OH Apply: DAY

Multimedia computer programs provide an important tool to increase student engagement and learning (both long- and short-term). Since multimedia applications can be created which utilize computer resources currently available on campus (either Windows or Macintosh), simulations can be added to strengthen classroom presentations, as supplements to existing lab experiences (pre-lab preparation or post-lab analysis), or as "virtual lab exercises" where experimentation is precluded as a result of danger, high supply cost, or inadequate equipment resources.

Multimedia authoring tools have progressed to permit faculty members to function in the 10:30 PM mode, i.e. create a prototype application for delivery the next day. However, these applications must be cased on sound instructional and screen design to be successful. This workshop will focus on basic principles and guidelines of both instructional design and screen layout and will provide an opportunity for consideration of each participant's individual multimedia project. Participants will create a series of prototype presentations which incorporate both simple and complex animations, scanned line-art, high-resolution color and B/W photographs, and digital sound. The available time will not permit inclusion of digital video.

Instruction during the course will use the Asymetrix Multimedia Toolbook (3.0) authoring language on Windows workstations. The knowledge will be transferrable to Macromedia Director, Iconware Iconauthor, or other full-feature authoring languages on either Windows or Macintosh PC's.

For college teachers of: all sciences and social sciences. Prerequisites: one or more years experience using Windows (3.1 or higher), imaging editing software (i.e. PhotoShop), and drawing software (i.e. CorelDRAW, Freehand). After enrolling, but prior to the course, participants may communicate their specific interests to the instructor at J.Blank@csuohio.edu.

Dr. John E. Blank is professor of Anthropology at Cleveland State University. He has authored video-disc and CD-ROM basic laboratory exercises and classroom simulations in skeletal biology and human evolution supported by two grants from Fund for Improvement of Post-Secondary Education.


Course: 75

Developing Your "Vision Worth Working Toward": Educational Uses of Information Technology

STEVEN W. GILBERT, Director, Technology Projects

American Association for Higher Education, D.C.

ROY ROPER, Telecommunications Center, Christian Brothers University

June 19-21, 1997 in Memphis, TN Apply: CBU

As information technology seems to be moving more rapidly and inexorably into the curriculum, more people are frightened or excited by prospects. Will teaching and learning become more regimented or more individualized? Will students and faculty use the technology to become more isolated or to build more effective educational communities? Steven Gilbert's workshop will guide participants through an exchange and examination of nightmares, wishes, hopes for the ways in which technology can help education achieve its most fundamental goals. Everyone needs to develop an attractive feasible vision worth working toward for the new role of technology in education and society. This workshop will help you get started!

More faculty have begun to use information technology to change their teaching and their students' learning than any other new approach. Steven Gilbert's presentation will offer an overview and update on national trends in the educational uses of information technology, and provide a description of specific strategies for change found effective on many campuses. Different ways in which new technologies can be used to alter the student/faculty ratio will be examined. The presentation will conclude with a discussion of nightmares and visions about the future role of technology in education.

Roy Roper's presentation focuses on the transformation of administrative and academic environments through the planned diffusion of "computer-mediated" relationship systems. His concerns include community creation, building, maintenance and transformation for both in-house, and for in/out--reach programs within higher education. He has presented at numerous events, to include EDUCOM.

For college teachers of: all disciplines.

Dr. Gilbert encourages the integration of information technology in all activities at AAHE, including the highly successful 1994 National Conference on Higher Education. He launched the Teaching Materials of the Future (TMOTF) Project and managed two projects that have moved from EDUCOM to AAHE: Project EASI (Equal Access to Software and Information), which focuses on facilitating the use of information technology to help students and faculty with disabilities in higher education, and the Bill of Rights and Responsibilities for Electronic Learners. He was previously Vice President of EDUCOM, where he created and led the Educational Uses of Information Technology (EUIT) program and the EDUCOM Software Initiative (ESI) which involved 3,000 campus and corporate officials. He also launched EDUCOM's Corporate Associate Program promoting the active corporate participation and support of over 100 companies. His teaching background includes teaching mathematics and science at every level from K-12 at Princeton Day School, and teacher training in Princeton University's Teacher Preparation program. Dr. Roper is the new Dean of Information and Education Technologies for Christian Brothers University, Tennessee, and previously the Assistant Director, School of Life Sciences at Urbana-Champaign where he developed the Office of Networked Information Technology. He is trained as a social anthropologist.


Course: 76 CLOSED

Computing and Instruction in Higher Education

PAUL F. BERGEN, Instructional Computing Group, Faculty of Arts and Sciences, Harvard University

June 12-14, 1997 in Cambridge, MA Apply: HAR

Note: This course will be offered at Harvard University.

While many in higher education are lured by cyberspace and computer networks, few are affected intellectually by what they find there. The rapidly increasing breadth of available computing resources and their rampant commercialization has distanced the Internet from its original academic nature. It is often difficult for college teachers to know how computing substantively relates to their instructional goals and to assess the relative value of re-tooling teaching and research strategies.

The purpose of this workshop is to explore the relationship between computing and instruction and scholarship in the sciences, social sciences, and humanities. Participants will seek perspective on these issues by considering examples of intensively applied instructional computing from Harvard University and other colleges and universities. The workshop will cover technical details, if needed, but will primarily survey tools and techniques for effectively integrating computing with instruction.

We will focus on how computing can streamline a course's administrative aspects and how it can be used to illuminate the content and the concepts central to the course. Web sites for courses in the sciences, social sciences, and humanities will be reviewed. We will also examine a number of more generic Internet and local network tools which facilitate the exchange of ideas and streamline administrative tasks.

For college teachers of: all disciplines. Prerequisites: Some general comfort with computing and the INTERNET is recommended.

Paul F. Bergen was the founding director of the Social Sciences Data Center and Geographic Information Systems Laboratory at the University of Virginia and is currently the first manager of Harvard's Instructional Computing Group. He has been helping college faculty integrate computing into research and instruction for the past ten years.


Course: 77

Using Computer Networks

ROBERT L. STAFFORD, Temple University

Mar. 13-15, 1997 in Philadelphia, PA Apply: TUCC

This short course will show participants how to use the Internet and the World Wide Web (WWW). It is designed for teachers with no previous experience with computer networks or the Internet. The course will feature a "hands-on" approach utilizing both UNIX and PC computer systems.

Participants will begin by learning how to use browsers such as Netscape to "surf" the World Wide Web (WWW). Next, more specialized network software to send electronic mail (pine), access the network newsgroups (tin), transfer files (ftp), and access remote computers (telnet) will be introduced. Hyper Text Markup Language (HTTP) will be described and each member of the course will create a "home page" (a presence on the web). Finally, a variety of related topics will be discussed, including how the Internet works, how to get connected to the Internet, and using networks in education.

For college teachers of: all disciplines. Prerequisites: elementary PC experience.

Dr. Stafford is Associate Professor of Computer and Information Sciences at Temple University where he has developed and taught graduate courses in communications and computer networks. In addition to designing networks at Temple University, he serves as a consultant on computer networks for the U.S. Army.


Course: 78 A Guide to the Internet and the World Wide Web CLOSED

WAYNE C. SUMMERS, Department of Computer Science, New Mexico Highlands University

May 7-9, 1997 in Dayton, OH CLOSEDApply: DAY

May 10-12, 1997 in Dayton, OH CLOSEDApply: DAY

The Internet is the largest and fastest growing computer network in the world today. It allows interconnection with professionals world-wide and provides access to tremendous amounts of information on virtually any topic. In the past, many faculty have been limited to using e-mail and an occasional file transfer on the Internet. During the last five years, many navigation tools have been developed for use on the Internet. These include gopher, veronica, archie and World Wide Web browsers like Netscape, Internet Explorer, and Mosaic. These tools are available on a variety of computing platforms including UNIX, MS-Windows, and Macintosh. Large numbers of individuals and organizations are now "putting" themselves on the Web by writing their own "home pages" and allowing access through a Web server.

Participants in this short course will learn what resources are available through the Internet and how to find and access these resources. This short course is for faculty who want to explore and develop sites in their areas on the World Wide Web. During this course, participants will gain hands-on experience in using the many Internet tools including ftp, gopher, and web browsers. The course will include extensive experience in browsing Internet sites of interest, as well as designing and creating HTML (home page) documents. The participants will also have hands-on experience on setting up their own Web server and putting their home pages on the server. The course will be conducted in a microcomputer lab using MS-Windows machines with public-domain and shareware software. A few Macintosh computers also may be available for use. Participants are expected to have experience with microcomputers and MS-Windows. Some e-mail experience would be helpful. Some participants may be asked to share a computer with one other participant. Participants will be able to take copies of all public-domain and shareware software used with them. They will also be provided with comprehensive printed notes on the Internet resources and services discussed during the course.

For college teachers of: all disciplines. Prerequisites: intermediate experience with microcomputers and MS-Windows required; electronic mail experience suggested.

Dr. Summers is an Associate Professor of Computer Science at New Mexico Highlands University. He is currently finishing on a book entitled A Travel Guide to the INTERNET,soon to be published internationally. He has developed and taught many courses and workshops on the Internet. His research interests include computer networks including the Internet, computer security, computer viruses and computers in education. He has conducted workshops and seminars in these areas both in the U.S. and internationally. His web site is http://jaring.nmhu.edu


Course: 79 CLOSED

Telecollaboration in College Courses

JUDITH B. HARRIS, The University of Texas at Austin

May 22-24, 1997 in Austin, TX Apply: TXA

Note: Enrollment is limited to 20 participants.

Now that Internet tools are available to most faculty and students on college campuses, we must consider seriously what to do with them in the classroom that will be worthwhile in terms of time, effort, and expense. How can these powerful tools be used to extend, enrich, and transform postsecondary learning and teaching? Specifically, how can the tools be used to help students and faculty broaden the types of, widen the audience for, and deepen the nature of course-related interpersonal exchanges?

The purpose of the course is to help participants learn to operate, apply, and integrate Internet-based tools that support telecollaboration into the courses that they teach. Telecollaborative tools are those which enable interpersonal communication via electronic networks. Techniques for using the following telecollaborative tools in undergraduate and graduate courses will be explored: electronic mail (server-side and client-side), newsgroups (server-side and client-side), text chat (e.g., Internet Relay Chat, Web Chat), audio chat (e.g., E-Phone), two-way video/audio conferencing (e.g., CU-SeeMe), and simulations (MUDs and their derivatives). Participants will take with them paper-based information on the tools, techniques and resources covered, a book that presents and explains multiple educational telecollaborative applications, and many ideas for how to exploit the particular powers of interpersonal telecomputing for higher education work. This course will be taught in a Macintosh lab, but some IBM-compatible machines may be available for participant use.

For college teachers of: all disciplines, especially education. Prerequisites: intermediate microcomputer experience required; electronic mail experience strongly suggested.

Dr. Harris is an Assistant Professor of Instructional Technology at The University of Texas at Austin, where she has developed and teaches educational computing courses, including graduate level "mostly online" Internet-based telecomputing courses. Most of her research and consulting is focused on Internet-based telecommunications, especially the design of curriculum-based educational telecomputing activities. Her work is published as articles for K-12 teachers in Learning and Leading with Technology, as books (Way of the Ferret: Finding and Using Educational Resources on the Internet and Teaching and Learning with the Internet), as Internet-based projects (e.g., The Electronic Emissary Project: http://www.tapr.org/emissary/) and as study results in a variety of research journals.


Course: 80

Teleresearch in College Courses

JUDITH B. HARRIS, The University of Texas at Austin

May 26-28, 1997 in Austin, TX Apply: TXA

Note: Enrollment is limited to 20 participants.

Now that Internet tools are available to most faculty and students on college campuses, we must consider seriously what to do with them in the classroom that will be worthwhile in terms of time, effort, and expense. How can these powerful tools be used to extend, enrich, and transform postsecondary learning and teaching? Specifically, how can the tools be used to help faculty and students turn information located into knowledge created?

The purpose of the course is to help participants learn to operate, apply, and integrate Internet-based tools that support teleresearch into the courses that they teach. Teleresearch tools are those which allow the location and gathering of diverse information types via electronic networks. Techniques for using the following teleresearch tools in undergraduate and graduate courses will be explored: World Wide Web browsers (e.g., Netscape), World Wide Web search engines (e.g., Alta Vista), gophers and related tools (e.g., veronica and jughead), file transfer tools (e.g., Fetch, WS_FTP), and Telnet. Participants will also learn enough HTML to be able to publish their syllabi and online resource reference lists on their institutions' Web servers. They will take with them paper-based information on the tools, techniques and resources covered, a book that overviews multiple Internet information location strategies, and many ideas for how to exploit the particular powers of informational telecomputing for higher education work. This course will be taught in a Macintosh lab, but some IBM-compatible machines may be available for participant use.

For college teachers of: all disciplines, especially education. Prerequisites: intermediate microcomputer experience required; World Wide Web "surfing" experience strongly suggested.

Dr. Harris is an Assistant Professor of Instructional Technology at The University of Texas at Austin, where she has developed and teaches educational computing courses, including graduate level "mostly online" Internet-based telecomputing courses. Most of her research and consulting is focused on Internet-based telecommunications, especially the design of curriculum-based educational telecomputing activities. Her work is published as articles for K-12 teachers in Learning and Leading with Technology, as books (Way of the Ferret: Finding and Using Educational Resources on the Internet and Teaching and Learning with the Internet), as Internet-based projects (e.g., The Electronic Emissary Project: http://www.tapr.org/emissary/) and as study results in a variety of research journals.


Course: 81 CLOSED

Interactive Teaching on Intranets and the WWW

DAVID W. BROOKS, University of Nebraska, Lincoln

HELEN B. BROOKS, President Synaps, Lincoln, Nebraska

June 19-21, 1997 in Pomona, California Apply: CAL

Note: This course will be held at California State Polytechnic University, Pomona.

Teachers now can communicate easily with students over a local campus or departmental network (intranet), or over the World Wide Web (WWW,Internet) using tools (like Netscape) which enable extensive multimedia. WWW-based course lecture notes, assignments, syllabi, placement tests, and practice tests can be created. Discussion groups in many formats may be conducted, and many student questions can be answered over the WWW. Distance learning can be implemented. Unsecured testing with direct feedback to the student is possible. Virtual office hours during which video images are exchanged and whiteboards shared are undertaken easily.

Placement exams are especially well suited for the Internet because, from home, the student can take the electronically graded exam and receive recommendations about registration. Other sites (perhaps a library or school counseling center) are easily implemented. You may include extended responses, grade the electronic text, and notify the student a few days after the exam.

The Internet makes the delivery of lectures with rich multimedia resources available for your students virtually on demand. This workshop covers creating teacher materials, especially multimedia materials. It also deals with creating server sites for distribution. Research supports the notion that active learning (writing, speaking, answering) is more effective than passive learning (listening, watching, copying notes). The workshop focuses upon ways to incorporate strategies to encourage active learning within WWW materials and in WWW-based courses.

Many of the technical issues faced by a Webmaster are addressed. Teachers who supervise Webmasters will benefit from this workshop. This workshop makes use exclusively of Macintosh hardware and software. The authoring and design principles transfer to other platforms, but the specific skills and software recommendations do not. Creating a WWW server from a Macintosh computer is a very simple task. Powerful examples of cgi's will be provided to participants. Some attention will be paid to cgi creation (with a scripting language like HyperTalk) and maintenance. If HyperCard and/or SuperCard WWW Multimedia engines are released prior to the workshop, these will be incorporated, too.

For college teachers of: all disciplines. Prerequisites: none.

Dr. D. Brooks is Professor of Chemistry Education at the University of Nebraska/Lincoln. He has created videodisc and CD-ROM media materials for chemistry teaching, developed the retrospective tutoring strategy for automatically creating worked-out examples from any chemical stoichiometry problem, and runs a large WWW site for chemistry teachers. Dr. H. Brooks has worked as a university professor and an industrial chemist. She is president of a company that produces media materials for chemistry teachers including CD-ROM's.


Course: 82 CLOSED

Advanced Guide to the Internet and Web Publishing

WAYNE C. SUMMERS, Department of Computer Science, New Mexico Highlands University

June 5-7, 1997 in Dayton, OH Apply: DAY

The Internet is the largest and fastest growing computer network in the world today. It allows interconnection with professionals world-wide and provides access to tremendous amounts of information on virtually any topic. Large numbers of individuals and organizations are now "putting" themselves on the Web by writing their own "home pages" and allowing access through a Web server.

Participants in this short course will learn what advanced resources are available through the Internet and how to find and access these resources. This short course is for faculty who want to expand and develop sites in their areas on the World Wide Web. During this course participants will gain hands-on experience developing advanced Web pages. The course will include extensive experience in browsing Internet sites of interest, as well as designing and creating advanced HTML documents. The participants will also have hands-on experience on setting up their own Web server and putting their home pages on the server. They will also have an opportunity to discuss the problems in setting up a web site.

The workshop will begin by looking at home pages that utilize some of the advanced features of HTML. We will look at what works and what doesn't. The participants will learn how to incorporate these features in their own HTML documents. There are many enhancements to HTML documents that have been included in the latest standards. Among the tags that will be used in the development of HTML documents will be backgrounds, tables, and frames. Image maps, CGI programming, Javascript and Java will also be considered.

Participants will be able to design their home pages using a shareware HTML designer like HTML Assistant. The participants will create their own HTML documents and include those enhancements they feel necessary. After completing the design of their HTML documents, the participants will be asked to give suggestions to each other for ways to improve and enhance their designs.

The workshop will conclude with a discussion of how developing HTML documents can be used in the classroom. The discussion will include a look at what other educators are doing. It should be lots of fun.

The course will be conducted in a microcomputer lab using MS-Windows machines with public-domain and shareware software. A few Macintosh computers also may be available for use. Participants are expected to have experience with HTML and Web publishing. Some participants may be asked to share a computer with one other participant. Participants will be able to take copies of all public-domain and shareware software used with them. They will also be provided with comprehensive printed notes on the Internet resources and services discussed during the course.

For college teachers of: all disciplines. Prerequisites: the course director's other course, A Guide to the Internet and the World Wide Web, or equivalent experience with microcomputers and MS-Windows required; experience writing HTML documents.

Dr. Summers is an Associate Professor of Computer Science at New Mexico Highlands University. He is currently finishing a book entitled A Travel Guide to the INTERNET, soon to be published internationally. He has developed and taught many courses and workshops on the Internet. His research interests include computer networks including the Internet, computer security, computer viruses and computers in education. He has conducted workshops and seminars in these areas both in the U.S. and internationally. His web site is http://jaring.nmhu.edu


Course: 83 CLOSED

Inexpensive Interfacing of Undergraduate Laboratory Experiments

REX L. BERNEY, Department of Physics, University of Dayton

May 7-9, 1997 in Dayton, OH Apply: DAY

Many colleges and universities are facing tight budgets for laboratory equipment and supplies. At the same time, there is a need to give students the opportunity to use computers in the laboratory for both data collection and analysis. The costs of computers, interfacing boards, and computer compatible experiments have been steadily declining, but still represent a significant financial investment if purchased in laboratory quantities from commercial sources. One way to keep costs to a minimum is for a faculty member to build interfaces and to develop software for the laboratory experiments they want to computerize.

The participants are first introduced to microcomputer architecture, input/output techniques, and programming concepts. They will then build an inexpensive (about $10) interface designed to work through a standard IBM (or compatible) printer port. It is an eight-bit analog to digital converter and can easily be controlled from a variety of computer languages. After the interface has been constructed, a series of experiments will be developed by the participants. Possible experiments include: motion of a damped pendulum, driven LRC circuit, pH titration curve, freezing point depression, and others depending on the interest of the participants.

Finally, cost effective commercial systems will be discussed and demonstrated. Upon completing the course, participants will be able to make informed purchasing decisions, or build inexpensive interfaces for use in undergraduate laboratory experiments.

For college teachers of: natural and social science, mathematics and engineering. Prerequisites: some familiarity with basic electrical concepts, but no previous knowledge of digital electronics.

Dr. Berney is an Associate Professor of Physics at the University of Dayton. He has developed a microcomputer system for teaching digital electronics (including microcomputers and interfacing) to science students, and uses microcomputers extensively in the introductory and advanced courses he teaches. He has introduced interfacing to college faculties in other countries, and has served as a member of the American Association of Physics Teachers national committee on Computers in Physics Education. He has offered some two dozen Chautauqua courses on the interfacing of microcomputers and on integrated circuits.


Course: 84

Introduction to C++

JOSEPH E. LANG, Department of Computer Science, University of Dayton

May 7-9, 1997 in Dayton, OH Apply: DAY

C++ is a new language, derived from the popular C programming language, that supports object oriented programming. Object oriented methods of program development are becoming popular because they are said to support greater reusability of code, provide greater support for abstraction and encapsulation and because they are supposed to correspond more closely to the way human beings think. C++ is growing in popularity because of its support of these advanced methods.

This short course will cover fundamentals of the C++ programming language itself as well as provide an introduction to object oriented concepts. Participants will take part in lectures and "hands-on" laboratory sessions designed to teach elements of the C++ programming language and object oriented methods to those with some background in the C programming language.

For college teachers of: any discipline. Prerequisites: experience with C.

Dr. Lang is Associate Professor of Computer Science at the University of Dayton. He holds a doctorate in physics from the University of Illinois at Urbana-Champaign and a masters degree in computer science from Wright State University. He has been involved in physics and computer science teaching for over twenty-five years and has been involved in physics and computer science research in both industrial and academic settings. He has given professional seminars to mathematicians, scientists and engineers in industry as well as academe.