WARNING! These are 1998 data.

Course: 1

Changing Science Courses to Promote Critical Thinking

CRAIG E. NELSON, Department of Biology, Indiana University

May 28-30, 1998 in Philadelphia, PA Apply: TUCC

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

March 30-April 1, 1998 in Rio Piedras, Puerto Rico Apply: TUCC

August 3-5, 1998 in New Orleans, LA Apply: CBU

Note: This course will be offered in Puerto Rico in the Spring and in New Orleans in the Summer. The Spring offering 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. The Summer offering will be held at Xavier University in New Orleans and applications should be sent to the CBU Field Center.

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 OPTIMIZE the Magic of Your Mind (1997) 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 13-15, 1998 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

Constructive Processes in Learning and Teaching

DIANE L. SCHALLERT, The University of Texas at Austin

June 1-3, 1998 in Austin, TX Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. Estimated cost will be provided.

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 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: 5

Teaching Self-Regulation in College Science and Mathematics: The Will to Study, and the Skills to Succeed

GREGORY J. SCHRAW and DAVID W. BROOKS, University of Nebraska, Lincoln

March 2 - April 24, 1998 (New Date) Apply: PITT
No new applications accepted after 8 March

Note: This course will be offered via the WWW.

This course considers the role of self-efficacy and strategy instruction in college-level math and science courses. Self-efficacy refers to the belief that one can set and attain specific learning goals in math and science classes. Strategies refer to specific learning procedures that are used to accomplish learning goals. Research suggests that students experience difficulties in math and science courses because they lack the will (i.e., high levels of efficacy) and the skill (i.e., a flexible repertoire of learning strategies) to succeed. Coaching from teachers and peers and embedded strategy can significantly improve learning within a relatively constrained time frame.

The emphasis of this course is on developing ways to help students increase their self-efficacy and strategy use. Course materials include: (1) a summary chapter written specifically for this course that overviews self-efficacy and strategy instruction, (2) guidelines for improving student efficacy, (3) guidelines for scaffolded strategy instruction, and (4) an annotated menu of general learning strategies (i.e., summarization, constructing inferences) suitable for embedded instruction in math and science courses.

An electronic discussion group will be maintained for two months to facilitate implementations of the strategies described in the summary chapter. We anticipate an evolving discussion among course participants as the opportunity to implement and evaluate our suggestions increases.

For college teachers of: all science, mathematics, and engineering disciplines. Prerequisites: none.

Dr. Schraw is Associate Professor of Educational Psychology at the University of Nebraska-Lincoln where he specializes in motivation and learning. He is the former director of undergraduate education in the educational psychology program at UNL. Dr. D. Brooks is Professor of Chemistry Education at the University of Nebraska/Lincoln. He has created numerous multimedia instructional materials and authored the book, Web-Teaching.


Course: 6

Enhancing Student Success Through a Model "Introduction to Engineering" Course

RAYMOND B. LANDIS, California State University, Los Angeles

March 19-21, 1998 in Rosemead (LA area), CA Apply: CAL

May 18-20, 1998 in Pittsburgh, PA Apply: PITT

Note: This course will be offered at California State University, Los Angeles in March and the University of Pittsburgh in May.

"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

For college teachers of: 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.


Course: 7

An Introduction to Engineering Design for First Year Students

THOMAS M. REGAN and JAMES W. DALLY, University of Maryland, College Park

June 18-20.1998 in Memphis TN Apply CBU

ABET 2000, engineering design, student teams, communication skills, diversity, small class size and freshmen. Yes, all of these things go together. ECSEL, an engineering education coalition sponsored by the National Science Foundation since 1990, has been developing, testing, and assessing how to introduce engineering students to the principles and concepts of engineering design form the beginning of their study, in the freshmen year. There have been many success and classroom experiences to share. Introduction to Engineering Design has proved to be an excellent vehicle for faculty development, and recruitment and retention of engineering students.

In this course we will share the successes and point out some pitfalls in offering engineering design to freshmen. A complete textbook for a sample design exercise, Introduction to Engineering Design, Book 2: Weighing Machines, will be used to provide the framework to learn about the structuring of a design course, training of faculty and developing an interactive upperclassmen component as part of the teaching team. Emphasis will be placed on the outcomes of communication skills, team experiences, software applications and the engineering design process.

Throughout the course, interactive team exercises will be demonstrated along with , cooperative learning techniques, syllabus construction pointers and discussion of physical facilities that enhance an introduction to engineering design course for freshmen.

For college Teachers of: engineering faculty and administrators. Prerequisites: none

Dr. Regan is Director of the ECSEL coalition and Associate Dean of Engineering. He has received the America Association for Engineering Education Chester F. Carlson Award for Innovation in Engineering Education. Dr. Dally is a member of the National Academy of Engineering and has extensive industrial and academic experience. Together they developed the Introduction to Engineering course at Maryland that has been taught to over 4000 students over the past six years. Drs. Regan and Dally have each been recognized by their peers with the outstanding Senior Teaching Award at Maryland and have been honored jointly on the Maryland team receiving the 1996 Outstanding Engineering Educator Award sponsored by the Boeing Company.


Course: 8

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

May 20-22, 1998 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 start on May 20th at 1 PM.

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. Prerequisites: none.

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: 9

Women and Minorities in The Sciences: A History of The Past and Strategies for the Future

NINA ROSCHER, American University

CATHERINE DIDION, Executive Director, Association for Women in Science

Prominent women scientists from a variety of disciplines will attend portions of the course to facilitate class discussions.

June 4-6, 1998 in Washington, D.C. Apply: SUBS

Note: This course will be held in Washington, D. C. at the American Association for the Advancement of Science (AAAS) Building.

After examining from an historical perspective the contributions of women and persons of color to scientific fields, this course will offer and discuss strategies for encouraging and retaining women and minorities in science. Not only will we study the lives and work of women and minority scientists (i.e. Rachel Carson, Donna Shirley, Benjamin Carson), but we will also explore why the research of these women and minority scientists has gone unnoticed, and why there exist so few women and minority scientists. Our focus will be on evaluating current methods and devising new programs to increase the numbers of women and minorities in the sciences. Readings will include accounts by women and minority scientists. The course will include feminist and minority critiques of some scientific research. Other readings will include resources for science educators on encouraging underrepresented populations to participate in the sciences. We will explore the fields of science, engineering, and medicine, and discuss to what extent the climate of these fields allows women and persons of color to participate. In addition, we will analyze issues of science education and representation of women and persons of color in scientific academia.

Possible readings include: Ambrose, Susan A.; Dunkle, Kristin L.; Lazarus, Barbara B.; Nair, Indira; Harkus, Deborah A., Journey of Women in Science and Engineering: No Universal Constants, Temple University Press, 1997. Fort, Deborah C., ed. A Hand Up:: Women Mentoring Women in Science, The Association for Women in Science, 1995. Rose, Hillary, Love, Power, and Knowledge: Towards a Feminist Transformation of the Sciences, Indiana University Press. 1986. Herzenberg, Caroline L., Women Scientists from Antiquity to the Present: An Index, Locust Hill Press, 1986. Minorities '93: Trying to Change the Face of Science, Science, 1993. Sage: A Scholarly Journal on Black Women, Science and Technology, 1989.

For college teachers of: all disciplines Prerequisites: none

Dr. Roscher is Professor and Chair of the Chemistry Department at the American University in Washington, D.C. Her research interests are in physical organic chemistry. She teaches graduate courses in advanced organic chemistry and undergraduate courses for non-science students. In 1987 she was named a Fellow of the American Association for the Advancement of Science and in 1997 she was also named a Fellow of the Association for Women in Science. Dr. Didion has been Executive Director of the Association for Women in Science since 1990. She is a frequent speaker about issues important to women in science and writes a bimonthly column, Women in Science for the Journal of College Science Teaching. Currently she is chair of the Environment and Science Task Forces for the Coalition for Women's Appointments. As one of the official representatives of AWIS to the U.N., she headed the delegation to the Fourth World Conference on Women held in Beijing, and she co-chaired the first science and technology caucus at a U.N. women's conference.


Course: 10

Gender Research and Motivation of Women to Succeed in SEM

SUE ROSSER, Center for Women's Studies and Gender Research, Florida University

June 4-6, 1998, 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: 11

Humanistic Mathematics: Fact or Folly?

ALVIN WHITE, Harvey Mudd College

June 4-6, 1998 in Claremont, CA Apply: CAL

What if Mathematics were taught in the Division of Humanities, in the Department of Poetics - Would the teachers and students be caught up in the creative process? Would memorization without meaning be eschewed? How would the teaching and learning of mathematics be affected? Is it possible to realize a humanistic mathematics course within the Department of Mathematics? How would your colleagues feel about such a course? Since 1986 the Humanistic Mathematics Network has been seeking solutions to these questions.

This course will explore such humanistic dimensions of mathematics as: a) an appreciation of the role of intuition, not only in the understanding, but in creating concepts that appear in their finished versions to be "merely technical"; b) an appreciation for human qualities that motivate discovery - competition, cooperation, the urge for holistic pictures; c) an understanding of the value judgements implied in the growth of any discipline. Logic alone never completely accounts for what is investigated, how it is investigated, and why it is investigated; d) ways to allow students to think like mathematicians, including opportunities to work on tasks of low definition, to generate new problems, and to participate in controversy over mathematical issues.

Participants will consider what makes a course humanistic. Some past and future examples will be studied and invented. Through discussion, reading and role-playing, participants will acquire some ideas on how to make mathematics humanistic in the classroom.

Copies of the Humanistic Mathematics Network Journal will be sent prior to course beginning.

For college teachers of: mathematics for science, engineering and liberal arts students. Prerequisites: none.

Dr. White is professor of mathematics emeritus at Harvey Mudd College where he now teachers Philosophy of Mathematics. He is the founding editor of the Humanistic Mathematics Network Journal - supported by Exxon Education Foundation since 1986 - and the editor of Essays on Humanistic Mathematics.


Course: 12

An Integrated Approach to the Precalculus/Calculus Curriculum

JOSEFINA ALVAREZ, New Mexico State University

May 11-13, 1998 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.

Several reformed calculus scenarios will be discussed, including teaching methodologies and science integration. The course includes the discussion of a minimalist approach to the precalculus/calculus transition. It also emphasizes an early start on applications and skills that better prepare students for a successful experience in a reformed calculus environment. The class format will be highly interactive. Course participants will work with many relevant examples.

For college teachers of: precalculus and calculus courses. Prerequisites: some knowledge of calculus.

Dr. Alvarez is a Professor of Mathematics at New Mexico State University. She tries to maintain a difficult balance between her strong interests in harmonic analysis and in teaching and curriculum development.


Course: 13

Exploring Modern Statistics

BORIS IGLEWICZ, Temple University

June 15-17, 1998 in Philadelphia, PA Apply: TUCC

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: 14
CLOSED

Statistics: An Indispensable Tool for Decision-making in the Modern World

RICHARD L. SCHEAFFER, University of Florida, Gainesville

May 14-16, 1998 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: 15

Computer-Intensive Simulation: Bootstrapping and Approximate Randomization in the

Elementary Statistics Course

PAUL ALPER and ROBERT L. RAYMOND, University of St. Thomas

PETER C. BRUCE, Director, Resampling Project, University of Maryland

June 7-9, 1998 in St. Paul, MN Apply: NIU

As computers have become more available to support and invigorate college courses, statistics teachers have embraced them enthusiastically. They are used nearly everywhere to remove the drudgery from calculations and to make interesting new procedures accessible. In many courses, the instructor and/or the students use computers for simulation, gaining direct experience with concepts underlying statistical procedures. This course will show statistics instructors another way to use computers to enrich their courses.

Participants will be introduced to the computer-intensive methods of bootstrapping and approximate randomization. These simulation methods differ from Monte Carlo simulation in that they start with data, rather than with a theoretical model of a population. These computer simulations make statistics livelier and more engaging to students, and help convince them of the usefulness of statistics in the "real world". Hands-on experience with Resampling Stats software and the simulation capabilities of Minitab will help participants develop new teaching strategies as well as write their own programs and macros. Participants will solve, via simulation, (1) typical statistical inference problems, (2) statistical inference problems that can be solved analytically only if doubtful assumptions must be made, and (3) statistical inference problems for which no analytic formula is available. Resampling Stats is specialized for these uses; Minitab, a widely used general-purpose statistics package, offers the possibility of incorporating the results of a technique into the its other functions, such as presentation graphics. Each participant will receive the Resampling Stats software and a set of Minitab macros on diskette.

For college teachers of: statistics in the physical, natural, social and mathematical sciences. Prerequisites: knowledge of elementary statistics.

Dr. Alper and Dr. Raymond are Associate Professors of Quantitative Methods and Computer Science at the University of St. Thomas. Each has had over two decades of experience teaching elementary statistics. Peter Bruce is the Director of the Resampling Project and has given many workshops on the use of computer- intensive methods.


Course: 16
CLOSED

Antarctic Science and Policy: Interdisciplinary Research Education (ASPIRE)

PAUL A. BERKMAN, The Ohio State University

June 1-3, 1998 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.

Antarctic Science and Policy: Interdisciplinary Research Education (ASPIRE) will illustrate the application of interactive student activities in Earth system science education:

(a) developing insights through a process of continuous question refinement;

(b) conceiving, designing and implementing self-directed projects; and

(c) organizing concepts which contribute to group decision-making efforts.

In these activities, each student becomes an "ambassador" to an Antarctic Treaty nation with the task of recommending a practical and clearly defined solution that would mitigate a specific human impact in the Antarctic marine ecosystem. These solutions will be discussed and refined in working groups throughout the course to create the formal recommendations that are debated

at the end of the term in a Mock Antarctic Treaty Consultative Meeting. The interactive learning process in ASPIRE allows students to continuously assess whether the:

(d) focus of their recommendations (magnitude, location, impacts and relation to the Antarctic Treaty System) is clearly defined;

(e) rationale for the recommendations (economic, political and scientific) is supported with sufficient evidence; and

(f) recommended solutions are creative, concise and feasible.

The active learning process in ASPIRE, which involves the Antarctic Treaty System, can be adapted to any area or system where decision-making frameworks (i.e. conventions, treaties, or government institutions) can be simulated for the students to negotiate their own solutions to relevant

problems. These group decision-making activities allow teachers and students alike to address interdisciplinary questions across diverse time and space scales that are the essence of Earth system science education.

For college teachers of: all disciplines. Prerequisites: enthusiasm.

Dr. Berkman is a Senior Research Associate at the Byrd Polar Research Center and Adjunct Assistant Professor in the School of Natural Resources, Environmental Science Graduate Program and the Department of Zoology at The Ohio State University. He has been studying marine ecology and paleoecology in the Antarctic coastal zone for the last 16 years and currently has research programs in Antarctica, the Great Lakes and Japan. He began teaching about the international marriage of Antarctic science and policy in 1982.


Course: 17

Interdisciplinary Science Education: A Model Course

CHARLES M. WYNN, Eastern Connecticut State University

ARTHUR W. WIGGINS, Oakland (Michigan) Community College

May 14-16, 1998 in Austin, TX Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. Estimated cost will be provided.

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: 18

Promoting Active Learning in Introductory Physics Courses I

PRISCILLA W. LAWS, Dickinson College, DAVID R. SOKOLOFF, University of Oregon, RONALD K. THORNTON, Tufts University

May 28-30, 1998 (II) in Carlise, PA Apply: PITT CLOSED

June 11-13, 1998 (I) in Honolulu, HI Apply: CAL

Note: Course I will be held at Kapi'olani Community College in Honolulu, HI and Course II will held at Dickinson College in Carlisle, PA.

Widespread physics education has shown that a majority of students have difficulty learning essential physical concepts in the best of our traditional courses. This Chautauqua course is designed for those interested in making major changes in introductory physics courses or in other introductory science courses. The focus will be on giving participants direct experience with methods for promoting active involvement of students in the learning process through activity-based physics strategies.

Participants will explore activities from several successful curriculum development projects which share common goals and techniques, all of which are based on the outcomes of physics education research and the comprehensive use of microcomputers. (The microcomputer-based tools used are available for Macintosh, Windows and MS-DOS computers.) Samples of curricula will be given out. We will discuss adaptation of curricular materials to a range of institutional settings including small colleges and large universities.

While the emphasis will be on activity-based learning in laboratory or workshop environments, strategies for better integration of lecture and laboratory sessions by means of interactive lecture demonstrations will also be discussed. We will also explore effective methods for evaluation of conceptual learning. Studies have demonstrated substantial and persistent learning of physics concepts by students who have used these materials.

Course I will focus on first semester topics: mechanics, heat and thermodynamics. Use of computers will include data collection and analysis with microcomputer-based laboratory (MBL) tools, basic mathematical modeling using MBL software and spreadsheets, and basic interactive video analysis.

Course II will focus on second semester topics: electricity and magnetism, waves and optics. In addition to use of computers for data collection and analysis (using MBL tools) this course will explore more advanced mathematical modeling and more advanced video analysis including recording of digitized physics movies. Participants in Course II do not need to have completed Course I.

Special airfares and reasonably priced accommodations will be arranged for both of these courses.

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 MBL software has won awards from EDUCOM, Computers in Physics, and the Dana Foundation.


Course: 19
CLOSED

Physics Demonstrations Using Simple Apparatus

D. RAE CARPENTER, JR. and RICHARD B. MINNIX, Virginia Military Institute

July 13-15, 1998 in Lexington, VA Apply: DAY

Note: This course is offered at the Virginia Military Institute in Lexington, VA. Applications should be sent to the DAY Field Center. Optional on-site lodging will be available.

Effective demonstrations give students added insight into physical principles and excite their interest. This course will provide an opportunity for a group of college and university faculty to learn new demonstrations and techniques, to interact with one another, and to share their favorite demonstrations with the group.

Using a large number of demonstrations and ideas assembled at VMI as a basis, a series of demonstrations, covering all fields of physics, will be presented each morning and a portion of the afternoons, emphasizing simple apparatus available in variety and building supply stores. Time will be allocated for discussion and for participants to share their own demonstrations and techniques. A notebook containing 660 demonstrations with 710 photographs, including construction hints and 760 references to theory and other demonstrations in The Physics Teacher and the American Journal of Physics, will be provided.

For college teachers of: physics and physical science. Prerequisites: none.

Drs. Carpenter and Minnix are Professors Emeritus at Virginia Military Institute with a combined undergraduate college teaching experience of over 90 years. This award-winning duo is recognized nationally for their presentations before groups ranging from research physicists to kindergarten students. They are joint recipients of Distinguished Service Citations of the American Association of Physics Teachers, of the Pegram Medal of the Southeastern Section of the American Physical Society, and of the Foreman Award of Vanderbilt University. Over the past quarter century, they have jointly operated over 20 summer workshops on physics demonstrations, about half with National Science Foundation support, for college and high school teachers and science museum demonstrators. They are authors of The Dick and Rae Physics Demo Notebook, published in 1993, and now in use on every continent except Antarctica. This will serve as the text for the course.


Course: 20
CLOSED

C3P: Implementing a Research-Based Introductory Physics Course

RICHARD OLENICK, University of Dallas and PAUL HEWITT, San Francisco City College

June 11-13, 1998 in Gunnison, CO Apply: CAL

Note: This course will be held at Western State College

The Comprehensive Conceptual Curriculum Project (C3P) integrates various research projects in physics education into a comprehensive curriculum with associated resources. Projects that have been integrated include The Mechanical Universe, Cinema Classics, PRISMS, CASTLE, ALPS, Tools for Scientific Thinking as well as research on students' alternate conceptions. The Project has developed a curriculum that includes sprinklings of 20th century physics and that is internally aligned-from specific learner outcomes on through alternative assessments-and externally aligned with state and national standards. It utilizes enhanced learning cycles and provides strategies and extensive resources to teach physics with active student participation.

This workshop will focus on using the C3P resources to teach an introductory algebra-based physics course. Instruction in presenting physics conceptually to promote a deep and enduring understanding of physics will be provided. Participants will receive the C3P CD ROM (which contains over 1400 resources including film clips-all linked to the curriculum), hands-on experience using CBLs and MBLs, and practical experience with the curriculum and resources.

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

Dr. Olenick, Chairman of the Physics Department and professor at the University of Dallas, has been extremely active in, and nationally recognized for, re-educating high school physics teachers through grants from the National Science Foundation and the U.S. Department of Education. His mission is to reinvigorate the interest in physics in this country. Mr. Hewitt is a well-known, enthusiastic, and respected figure in the field of physics education. He teaches physics at City College of San Francisco and is the author of high school and college conceptual physics texts. Mr. Hewitt's conceptual approach provides a comprehensive, accurate, interesting, and enjoyable introduction to the concepts of physics and the phenomena of the physical world in which we live.


Course: 21
CLOSED

Teaching Introductory Astronomy

GARETH WYNN-WILLIAMS, University of Hawaii

May 29-31, 1998 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:

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 Institute of Astronomy 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

A Radio View of the Universe and the New Green Bank Telescope

FELIX J. LOCKMAN and STAFF, National Radio Astronomy Observatory

May 26-28, 1998 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. See note on following course relative to both courses.

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: 23
CLOSED

Interferometry in Radio Astronomy, the VLA and the VLBA

MILLER GOSS, National Radio Astronomy Observatory

August 5-7, 1998 in and near Socorro, NM Apply: DAY

Note: This course is cosponsored by and offered at the National Radio Astronomy Observatory in Socorro, New Mexico. Applications should be sent to the DAY Field Center. Local lodging and meals will be available. This course, along with the preceding course, Radio View of the Universe and the New Green Bank Telescope, form a two-session pair. Applications from individuals applying for both and received by the end of January will receive priority consideration. Single course applications are also welcome.

Multiple radio telescopes used in concert can form a synthetic antenna providing the resolving power of a much larger dish. These techniques of interferometry are the focus of this course. Twenty-seven identical reflector antennas operating together on the Plains of St. Agustin in New Mexico form the Very Large Array (VLA). They are interconnected, and each can be moved to different observing stations over an area of about 20 by 20 miles. The 25 meter (82-foot) antennas are precise, yet strong enough to stand the snow and wind at the 7000-foot elevation of the site. They are moved every few months to different locations in the Y-shaped layout. They are controlled by a central observing station to which they return data. The VLA is an extremely versatile research instrument and a valuable tool for investigations ranging from planetary and other solar-system observations, to studies of stellar life cycles, galactic structure and evolution, and cosmological studies of the far-distant universe.

The Very Long Baseline Array (VLBA) is composed of ten identical 25-meter reflector antennas located at independent sites geographically distributed across the United States, from Hawaii to the Virgin Islands. Each antenna independently records data, which is then synthesized into output with the resolution of an 8000-kilometer (5000 miles) single radio telescope. The VLBA's extremely high resolution makes it a premier tool for researchers studying the details of stars and other objects within the Milky Way, as well as distant galaxies, quasars and gravitational-lens systems. In addition, the VLBA provides important data on the Earth's plate-tectonic movements.

The course will be held at the NRAO Array Operations Center in Socorro, NM. During the course, techniques for radio astronomy interferometry will be described. Participants will tour control rooms and central computer processing facilities at the Operations Center. On the second day of the course, participants will tour the VLA. Current and future observing programs for the arrays will be discussed, along with observations using antennas in space.

For college teachers of: all disciplines. Prerequisites: the Chautauqua course, Radio View of the Universe and the New Green Bank Telescope, or equivalent elementary knowledge of radio astronomy.

Dr. Goss is Assistant Director of the National Radio Astronomy Observatory in charge of VLA/VLBA Operations. His research interests include spectral-line studies of the Milky Way; pulsars; and nearby galaxies. The staff includes other scientists, electronics engineers and programmers.


Course: 24

Astronomical Techniques for the 21st Century

GILBERT YANOW and MICHAEL J. KLEIN, NASA/Jet Propulsion Laboratory

July 28-31, 1998 in Kailua, HI Apply: CAL

Note: This course will be offered at Kailua-Kona, Hawaii

Astronomy is at the gateway of a whole new stage of technological developments that will greatly increase our understanding of the Universe. These new technologies include the development of adaptive optics, allowing Earth based telescopes to have the same resolution, over small areas of the sky, as the Hubble Space Telescope; optical interferometry that will allow telescopes such as massive Keck 1 and Keck 2 in Hawaii to combine to perhaps detect planets orbiting distant stars. This course will examine these new technologies in detail for three of the major facilities on top of Mauna Kea, on the Big Island of Hawaii. The NASA Infrared Telescope Facility (IRTF) is in the process of developing adaptive optics for this portion of the spectrum. The Canada France Hawaii Telescope (CFH) is the world leader in two dimensional interometry and has one of the worlds leading adaptive optics systems. The two Keck Telescopes are also developing adaptive optics and the ability to, via interferometry, detect planets about other stars. Each of the facilities will be described in detail by members of their staffs and visits will be made to them on top of Mauna Kea. In addition, various student research projects will be discussed that make use of visible and radio telescopes, plus insitu measurements. A star party will be conducted on one of the nights at the 9300 ft. level of Mauna Kea.

For college teachers of: astronomy, physics, mathematics, electronics and engineering. Prerequisites: none.

Dr. Yanow is presently head of the JPL Educational Outreach Program, Educational Affairs 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. Dr. Klein is presently the manager of the Deep Space Network Science Office at JPL. He has more than 25 years experience in radio astronomy research with special emphasis on the development of observational techniques and the application of microwave and submillimeter radio astronomical experiments in the study of solar system objects. He lectures across the country on the subjects of astronomy, life in the universe and searches for planets around other stars.


Course: 25

Archaeoastronomy in Mayan Belize

R. ROBERT ROBBINS, The University of Texas at Austin

March 17-20, 1998 in Belize Apply: TXA

Note: Participants are responsible for making their own arrangements for transportation to and from Belize The costs of lodging, meals, local transportation, museum entrance fees, bus transportation fees where necessary and other expenses associated with field trips will be paid by the participants. Participants may also want to visit other attractions before and after the Chautauqua program.

This four-day workshop will involve lectures, discussions and archaeoastronomical field trips in Belize and Guatemala. In recognition of the importance of this region in Mayan culture and history, many new archaeological excavations are in progress and very little in the way of archaeoastronomical studies have been undertaken. It is doubly fortunate that we will be visiting at the time of the vernal equinox (March 20), when the Sun's station in the sky is more likely to reveal astronomical significance.

The lectures will focus on topics that will facilitate research: we will discuss what celestial phenomena can actually be observed by the naked eye, and what the capabilities and limits of the eye are. We will also examine the various methods that the Maya employed to construct their observatories in stone to aid in seeking astronomical significance in the sites. We will examine the subject of astronomical alignments critically and look at selected studies in the past. The workshop will also demonstrate methods for on-site corrections (such as precession) that must be carried out.

From a central base in San Ignacio on the Guatemala border, we will visit Xunantunich and the great complex at Caracol, second only to Tikal in size and historical significance in the region. Weather and time permitting, we also plan to arrange actual participation at an active dig (to be named later) for part of one day. We will visit the ruin of Cahal Pech, an easy walk from accommodations in Cahal Pech Village, and end our program with a visit to Tikal, spending at least two days exploring this magnificent and huge Late Classic site, one of the architectural wonders of the world. A short round trip to the solar observatory of Uaxactun is also an option at this time.

It should be noted that for most of this visit we will be traveling through one of the most magnificent and exotic tropical rain forests in the world. Consult your favorite guidebook for advice concerning health considerations, such as shots and pills that may be recommended (but not required). Note also that most visitors to Belize will require a passport, even U.S. citizens.

For college teachers of: anthropology, astronomy, archaeology, art history, physical science, history of science, social sciences, philosophy, and other related fields. Prerequisites: The program will be oriented toward participants who already have some knowledge and background in the history and thought of Mayan culture. There will not be time to present Mayan culture "from scratch" especially since transportation will require a portion of our time. Dr. Robbins can recommend reading material to anyone who might be interested in building up their background knowledge of this culture. Participants may wish to continue after the program to other sites, e.g., flying to Palenque, or the famous equinox solar serpent at Chichen Itza in the Yucatan. Feel free to ask Dr. Robbins for advice concerning such trips.

Dr. Robbins is Associate Professor of Astronomy at The University of Texas at Austin. His astrophysical research interests center on the properties of the rarified gases of the interstellar medium. He has also developed strong interests in the archaeoastronomy of Mesoamerica (especially Monte Alban) and astronomy in the pottery of the Mimbres Indians of the American Southwest. He also has a continuing interest in astronomy education, has written several textbooks, and has won a number of teaching awards.


Course: 26

Tectonics and Seismicity of Santa Catalina Island and Coastal Southern California: Sea and Land Field Studies

DAN FRANCIS, California State University, Long Beach

June 4-6, 1998 at Santa Catalina Island, CA Apply: CAL

Note: This course will be held at Santa Catalina Island, California and has a participant fee of $275 (in addition to the application fee), which covers room and board and use of the research vessel.

The Southern California Borderland is a geologically complex offshore area with many active faults, deep basins, and islands. Stretching for 800 km along the southern California and Baja California coasts, the Borderland records the transition from subduction tectonics to transform tectonics that began about 24 million years ago. In the process, the oceanic Farallon plate was broken up into microplates, and the western edge of the continental North America plate was deformed. Mountain ranges were rotated, deep basins opened up, and large areas translated up to several hundred km, resulting in the complicated geography of present day Southern California. Southern California, and the adjoining Borderland, make an excellent laboratory to study interactions of microplates along an evolving continental margin. An important product of such study is a better understanding of active and potentially hazardous faults in the region.

Located in the inner Borerland, Santa Catalina Island features a seemingly upside down sequence of blueschists and other metamorphic rocks that were formed in the ancient subduction zone, and subsequently unroofed as they were transported several hundred km to the north. Younger volcanic and sedimentary rocks on the island record a complex tectonic history, including basin formation, in the last 20 million years.

Participants in the course will learn about the tectonics of the Borderland through shipboard, field, and laboratory studies. On the first day of the course, the offshore Palos Verdes fault and related structures will be imaged using marine digital seismic reflection methods. A field trip on the second day will explore the sequence of metamorphic facies of the Catalina Schist on Santa Catalina Island. Laboratory work will include optical examination of rocks, as well as mapping using seismic reflection data. Participants will be able to use material from this course in their teaching of several subjects, including igneous and metamorphic petrology, marine geology, tectonics, and specific courses on California geology.

Participants will travel on a research vessel from the Southern California Marine Institute, leaving from the Institute's facility at Terminal Island, and will spend both nights at the Wrigley Institute for Environmental Science, at the Isthmus on Santa Catalina Island. Boat time, lodging, food and transportation on the island are provided as part of the course fee.

For college teachers of: earth science, environmental science and physical science. Prerequisites: none.

Dr. Francis received his Ph.D. from Scripps Institution of Oceanography in 1980. After working as a research and exploration geologist in the petroleum industry, he joined the faculty at California State University, Long Beach in 1987. He teaches courses in marine geology, igneous and metamorphic petrology, and physical geology. Dr. Francis is currently carrying out geophysical research on the Southern California Borderland. Research topics include seismic reflection study of the offshore Palos Verdes fault, and acoustical imaging of offshore gas seeps near Santa Barbara.


Course: 27
CLOSED

Hawaiian Volcanoes from Mauna Kea to Loihi

ALEXANDER MALAHOFF, University of Hawaii

July 20-23, 1998 in Honolulu and on the Big Island, HI Apply: DAY

Note: This course is cosponsored by and offered at the University of Hawaii in Honolulu. Applications should be sent to the DAY Field Center. A significant portion of this course will be a comprehensive field trip to volcanic sites on the Island of Hawaii. Participants will be responsible for approximately $150 for round trip inter-island airfare. This course has a participant fee of $75 (in addition to the application fee), which covers field trip and other course-related expenses.

Our understanding of volcanoes has been transformed in the past decade, with a change in research emphasis from descriptions of volcanic rocks to studies of physical mechanisms. Recent history has been marked by several volcanic disasters around the world. The dramatic increase in research effort that has occurred is in response to rapidly expanding populations exposed to volcanic hazards. This course will review the existing state of knowledge about volcanoes but will focus on recent research advances in Hawaii using the Hawaiian volcanoes as a natural outdoor laboratory, and will show how volcanology is firmly based on physical principles. It will also cover the frontiers of mineral formation on the ocean floor, and the exploitation of geothermal energy sources.

Ocean floor metallic deposits, called polymetallic sulfides, promise to be the major new ore reserves of the next century. Active submarine volcanoes of the Pacific Ocean are also sites of mineral formation and hydrothermal vents, where gold may be accumulating in valuable deposits. These frontiers of mineral formation will be explored.

Most of the time in this course will be spent in the field, on the island of Ohau and to a greater extent on the Island of Hawaii (the Big Island). Features expected to be visited include: lava tree molds, older and newer lava fields, lava tubes, active lava flows (if flowing), a geothermal power plant, a deep ocean exploration base where deep water cameras and submersibles are serviced, and (if scheduling permits) The University of Hawaii's R/V Ka'imikai-o-Kanaloa, PISCES V submersible and ROV facilities.

For college teachers of: any discipline. Prerequisites: none, beyond an interest in the natural sciences.

Dr. Malahoff is Professor of Oceanography at the University of Hawaii in Honolulu. He has conducted extensive studies of submarine volcanoes and their mineral deposits. He discovered the first extensive polymetallic sulfide ore body on the ocean floor and has studied the geology of submarine volcanoes through the use of airplanes with remote sensing, ships, submersibles, and with the eye of robotic devices. He is currently involved with several projects of monitoring the growth of the newest Hawaiian Island, Loihi.


Course: 28
CLOSED

Glaciers in Alaska

KRISTINE J. CROSSEN, University of Alaska Anchorage

June 24-26, 1998 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 $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 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: 29

Chemistry for Nonscience Majors: The American Chemical Society's New Curriculum -Chemistry in Context

WILMER STRATTON, Earlham College, CONRAD STANITSKI, University of Central Arkansas and MATTHEW SMITH, Christian Brothers University

May 31-June 2, 1998 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-authors 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. Dr. Smith, F.S.C. currently teaches Chemistry in Context to the university day school students and more mature evening school students at Christian Brothers University. He is responsible for preparing the laboratory materials for the short course.


Course: 30

Workshop Chemistry Project: Peer-Led Team Learning.

PRATIBHA VARMA-NELSON, Saint Xavier University, Chicago
DAVID GOSSER, City College, New York
JACK KAMPMEIER and VICKI ROTH, University of Rochester

June 11-13, 1998 in Philadelphia, PA Apply: TUCC

Engaging a large number of students with introductory course material often proves difficult. The attrition rate typical of most beginning chemistry courses attests to this. Even capable students find learning chemistry to be a challenge, and often do not find it interesting enough to pursue the field beyond the required courses. Furthermore, those who graduate with a degree in the sciences often lack good communication skills and are unable to perform effectively when required to participate in team projects. Contributing to this is a common lack of recognition of different learning styles by faculty, an impersonal teaching style, and little, if any, mentoring of student during the first two years of college.

The Workshop Chemistry Project was designed to address these problems associated with the predominant lecture model of science teaching. This project is a coalition of faculty, students and learning specialists organized around a peer-led, team learning model of teaching and problem solving. Workshops have been introduced in several different chemistry courses at a variety of institutions with the goals of increasing the number of students who find success and interest in introductory science courses and enhancing their team work and communication skills.

This course will introduce the theoretical and practical elements of Workshop Chemistry, the development of workshop materials, and the training of peer leaders. Faculty roles and responsibilities as well as issues surrounding the implementation and institutionalization of workshops will be discussed. Participants will be provided a guide for the implementation of workshops, a handbook for workshop leaders, and sample workshop materials.

For College teachers of: physical and biological sciences. Prerequisites: none.

Dr. Varma-Nelson is a Professor of Chemistry at St. Xavier University, Chicago. She teaches Organic, Biochemistry, Environmental Science, and Chemistry for the Allied Health Professions. She has been associated with the Workshop Chemistry Project since 1995 and has introduced workshops in Organic Chemistry and Principles of Organic and Biological Chemistry for the Allied Health Professional. Dr. David Gosser is an Associate Professor of Chemistry at the City College of New York. He teaches General Chemistry and graduate level courses in electrochemistry. He developed and introduced workshops in general chemistry several years ago and has been the director of the Workshop Chemistry Program in 1995. Dr. Jack Kampmeier is Professor of Chemistry at the University of Rochester. He has taught organic chemistry at all levels, from first year college students to postdoctoral fellows. He started with the Workshop Project in 1995 and has implemented the ideas in a large sophomore organic course traditionally taken by non-chemistry majors. Dean Vicki Roth is the director of Learning Assistance Services at the University of Rochester. She established a study group program for math and science courses at UR in 1990; in connection with the Workshop Chemistry Project, she teaches two leader training courses: Issues in Group Leadership and Seminar in Group Leadership.


Course: 31

Promoting Active Learning in Introductory Biology Courses

JOHN M. DEARN, University of Canberra, Australia

June 18-20, 1998 in Austin, TX Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. Estimated cost will be provided.

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 some 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 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: 32

An Introduction to Bioethics

ARTHUR R. DERSE, Medical College of Wisconsin, Milwaukee

June 1-3, 1998 in Philadelphia, PA Apply: TUCC

Bioethics covers a multitude of subjects and modern developments have enormously widened their scope. The course will discuss this range of subjects as well as go into detail in some of them.

Technical advances in the biomedical sciences have given rise to a number of ethical dilemmas. The use of life-sustaining medical treatment in the form of resuscitation, ventilators and artificial nutrition and hydration has presented not only the problem of when to withhold or withdraw these measures and the questions of quality of life, but also have engendered an emerging question of whether and under what circumstances physician assisted suicide might be considered. As technological advances cause an increase in the health care costs, questions arise concerning the allocation of health care resources. These include rationing health care for the indigent while making basic care more accessible (as is being done in Oregon) and organ transplantation in the face of nation-wide scarcity. Emerging genetic technologies also generate concerns about the ethics of testing and treatment. Traditional medical ethical issues such as informed consent, confidentiality and the doctor-patient relationship have become transformed by the onset of managed care and information technologies. This course will provide an overview of these issues and more. Participation in discussion sessions will be an important part of the course.

For college teachers of: biological sciences, economics, philosophy, pre-medical, pre-nursing, pre-allied health sciences, pre-veterinary, pre-Ph.D. program students, as well as those in other fields who have an interest in bioethics. Prerequisites: none.

Dr. Derse serves as Associate Director for Medical and Legal Affairs at the Center for the Study of Bioethics at the Medical College of Wisconsin in Milwaukee. He is also Associate Clinical Professor of Bioethics and Emergency Medicine. He is Co-director of the Medical Ethics and Palliative Medicine course. He is a member of the Veterans Administration's National Bioethics Committee, the Ethics Committee of the American College of Emergency Physicians and the State Bar of Wisconsin.


Course: 33

Basic Biology of Cancer

KENNETH J. SOPRANO, Temple University School of Medicine

April 2-4, 1998 in Philadelphia, PA Apply: TUCC

According to the latest epidemiological data, cancer is now the leading cause of death of American women and will most likely be the overall leading cause of death in the United States by the year 2000. The reason for this is not so much due to continuing increases in cancer mortality, but rather to continuing decreases in mortality due to heart disease. By understanding the factors and agents which cause heart failure and the molecular basis of that failure, new treatment and prevention strategies have been developed which have resulted in a 50% decrease in mortality due to cardiovascular disease. As such, heart disease can serve as a model for cancer. It will be the goal of this course to examine the problem of cancer in depth, focusing on the basic biological properties of cancer cells, how they come about, how they can be used to design early detection systems and strategies for treatment and prevention. Specific topics will include: The Cell Cycle; Molecular and Kinetic Methods to Study Cell Growth and its Regulation; Comparison of the Types of Cancer (Sarcomas, Carcinomas, Lymphomas, Leukemia, etc.); Factors and Agents Which Cause Cancer; Nutritional Aspects; Role of Viruses, Growth Factors, Oncogenes, Tumor Suppressor Genes, Chromosomal Aberrations and Translocations in Human Cancers; Chemotherapeutic Approach to Cancer Treatment; and Early Detection Systems.

For college teachers of: the life sciences, particularly cell biology, molecular biology, genetics, developmental biology and biochemistry. Prerequisites: none; however, familiarity with fundamental nucleic acid biochemistry and molecular biology and recombinant DNA technology would be helpful.

Dr. Soprano is Professor of Microbiology & Immunology and Director of the Molecular Biology Graduate Program at Temple Medical School. He has published more than 40 papers dealing with his major area of research interest, the biochemical and molecular processes which regulate the growth of human cells. He is the recipient of the Christian R. and Mary P. Lindback Foundation Award for Distinguished Teaching.


Course: 34

From Eye to Mind: Microscopy and the Biological Image

ROBERT LUE, Harvard University

June 11-13, 1998 in Cambridge, MA Apply: HAR

Note: This course will be offered at Harvard University.

A significant portion of biology is dedicated to developing new ways of visualizing cellular processes. Indeed, the very act of observing and recording data lies at the foundation of the natural sciences. The expression of this fundamental driving force in biology is well represented by both traditional and current microscopy applications. The analysis of cells with a microscope has historically laid the foundation for our understanding of cell structure. Light microscopy was the first tool used to identify the cellular nature of tissues, and to identify the major components of a living cell. Today, new developments in fluorescence microscopy allow researchers to examine cellular processes and specific molecules in far greater detail. This course will focus on the continuing quest for new and more powerful ways to observe biological processes, and will relate it to the evolving "vision" of biology today. The course will include a series of experiments ranging from basic light microscopy to new fluorescent applications. The "hands-on" experience of visualizing protein localization in cells will be augmented by an introduction to new ways of presenting biological images both in research and in the classroom. Thus, participants will learn how to use microscopy and the inherent power of the biological image to further involve students in science.

The course will begin with an overview of microscopy based on the Harvard Collection of Historical Instruments. Participants will have the opportunity to use historical examples ranging from the earliest monocular light microscopes to the first binocular phase microscopes. The experimental component of the course will then focus on current fluorescence-based methods for examining cell structure and function. More specifically, participants will learn how to identify cellular organelles based on their chemical composition and to define the localization of specific proteins within differentiated cells. The discussion of laser imaging in confocal microscopy and the consequent 3-dimensional rendering of structures will further demonstrate the correspondence between cellular architecture and function. At each stage of the course, participants will also be introduced to new interactive animations and image banks that represent the state of the art in biological image presentation for both research and student audiences. Emphasis will be placed on developing biological image resources on the world wide web.

For college teachers of: biological sciences. Prerequisites: none

Dr. Lue is a member of the Department of Molecular and Cellular Biology, and is the Director of the Howard Hughes Medical Institute Microscopy Initiative at Harvard University. His research interests include understanding the role of cytoskeletal proteins in tumorigenesis, and he recently chaired a subgroup meeting on signal transduction at the annual conference of the American Society for Cell Biology. He has developed and taught courses on retrovirology and molecular biology, and has received teaching commendations from the Faculty of Arts and Sciences and the Division of Continuing Education at Harvard University.


Course: 35

Recombinant DNA: Technology and Applications - An Update

KENNETH J. SOPRANO, Temple Univiversity School of Medicine

March 4-6, 1998 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.

This course is designed to be an update of a previously offered course in Recombinant DNA Technology. It will rapidly review the previously presented basic information about restriction enzymes, gel electrophoresis, blotting, hybridization, DNA sequencing, plasmid and phage cloning, and analysis of gene expression. Greater emphasis will be placed on more recently developed techniques including PCR, protein engineering and production in heterologus systems, site-specific mutagenesis, DNA fingerprinting, production of trangenic and gene knock-out animals, and isolation and manipulation of large DNAs. In addition, the course will include a greatly expanded section on applications. Topics to be covered include Molecular Diagnostics, Recombinant Vaccines and Therapeutic Agents, Production of Commercially Important Recombinant Proteins, the Human Gene Mapping and the Human Genome Project, Somatic Cell Gene Therapy, and Whole Organism Cloning.

For college teachers of: the life sciences, particularly molecular biology, genetics, biochemistry, microbiology and cell biology. Prerequisites: an understanding of basic molecular biology and nucleic acid biochemistry.

Dr. Soprano is Professor of Microbiology and Immunology and Director of the Molecular Biology Graduate Program at the Temple School of Medicine. He has published more than 60 peer reviewed papers dealing with his major field of interest, identification of the biochemical and molecular events which regulate the growth of human cells. He has taught several other Chautauqua short courses on Recombinant DNA Technology and Laboratory Techniques as well as the Basic Biology of Cancer. He is the recipient of the Christian R. and Mary P. Lindback Foundation Award for Distinguished Teaching.


Course: 36
CLOSED

Molecular Microbiology: Pathogenesis, Diagnosis and Molecular Typing

SUZANNE S. BARTH, Texas Department of Health and University of Texas at Austin

May 21-23, 1998 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 start on May 21st at 1 PM. This course will include a trip to the Center for Disease Control (CDC)

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: 37

Biotechnology Theory and Practice for the 21st Century

JACK G. CHIRIKJIAN, Georgetown University

KAREN M. GRAF, EDVOTEK, Inc.

June 1-3, 1997 in DeKalb, Illinois Apply: NIU

The focus of this workshop is to introduce college faculty to biotechnology concepts and "hands-on" laboratory techniques which will enable them to begin incorporating biotechnology in the biological science curricula. The workshop includes theoretical presentations with emphasis on experimental activities which can be directly implemented in the teaching laboratory. These activities include purification of DNA, agarose gel electrophoresis, DNA restriction analysis, DNA mapping, Southern Blot analysis, polymerase chain reaction (PCR), bacterial cloning and transformation, DNA fingerprinting and the application of molecular biology to a cancer diagnostic test. The experiments do not contain human DNA. EDVOTEK, the corporate partner will offer equipment and reagent packages at discounted prices to workshop participants. This course can be taken in conjunction with and Biotechnology for Interdisciplinary Science (Course #38) and Invertebrates as Models for the Human Nervous System (Course #40).

For college teachers of: biological sciences and allied health sciences. Prerequisites: none.

Dr. Chirikjian is a Professor Biochemistry and Molecular Biology and Director of the biotechnology programs 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. Ms. Graf is Director of Educational Services at EDVOTEK, Inc., which manufactures and markets biotechnology equipment and experimental modules for undergraduate science education.


Course: 38

Biotechnology for Interdisciplinary Science

JACK G. CHIRIKJIAN, Georgetown University

EDWARD KISAILUS, Canisius College

KAREN M. GRAF, EDVOTEK, Inc.

June 4-6, 1998 in DeKalb, Illinois Apply: NIU

The focus of this workshop is to introduce and update college biology, chemistry and allied health science faculty to the theory and practice of biotechnology. Theoretical concepts and "hands-on" laboratory techniques will enable participants to incorporate methods of molecular biology, protein biotechnology and immunology into the science curricula. Experiments include agarose electrophoresis, SDS-PAGE, enzyme purification; plasmid extraction bacterial transformation, bacterial cloning and basic experiments in immunology. Participants will conduct experiments which will enable them to integrate aspects of the workshop into their teaching and laboratories. EDVOTEK, the corporate partner, will offer equipment and reagent packages at discounted prices to workshop participants. This course can be taken in conjunction with Biotechnology Theory and Practice for the 21st Century (Course #37) and /or Invertebrates as Models for the Human Nervous System (Course #40).

For college teachers of: biological sciences, chemistry, and allied health sciences. Prerequisites: none.

Dr. Chirikjian is a Professor of Biochemistry and Molecular Biology and Director of the biotechnology programs at Georgetown University School of Medicine. His research interests include nucleic-acid enzymology, enzyme cloning, and DNA mismatch detection. 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 Sciences Education Awardee. Ms. Graf is Director of Educational Services at EDVOTEK, Inc., which manufactures equipment and experiment modules for undergraduate science education.


Course: 39
CLOSED

Bionic Systems - Electronic Stimulation of Nerves and Muscles

ROGER C. BARR, Duke University

May 21-23, 1998 in Durham, NC Apply: TUCC

Information transmission in nerves and the initiation of contraction in cardiac and skeletal muscle occurs because these tissues actively respond to tiny electric currents, which (may) set off a chain reaction of subsequent events. The artificial control of these same natural mechanisms - as in the application to cardiac pacemakers or response to spinal cord injury - occurs similarly, when a sequence of device-generated currents is applied with just the right amplitude and timing to produce the desired response.

Modern analysis of the interactions among stimulation currents and nerves or muscle fibers is done using computer systems that embody precise descriptions of how natural membranes respond to electric currents. The computer systems allow many of the same kinds of observations and measurements that are possible within an experimental laboratory. This course will use Unix-based computer systems and a set of powerful, specialized computer programs to allow each participant to conduct, through computer simulation, a series of experiments involving electrical stimulation.

The course is structured to be accessible to participants without formal background in biomedical engineering analysis or in computer methodology (that is, participants will be users rather than originators of these systems). At the same time, participants with some related expertise may find avenues of exploration that allow them to take advantage of their experience.<

For college teachers of: the biological sciences, electrical engineering, biomedical engineering and all interested in computer applications. Prerequisites: none.

Dr. Barr is Professor of Biomedical Engineering and Chair of the Department of Biomedical Engineering at Duke University. He serves as one of the thrust directors in the Duke/NSF Engineering Research Center on Emerging Cardiovascular Technologies. He is co-author of Bioelectricity, A Quantitative Approach, a leading textbook in his field. In 1991 he received the Duke University Scholar-Teacher award, given to one faculty member each year to recognize excellence in teaching as well as research.


Course: 40

Invertebrates as Models for the Human Nervous System

KRISTIN KRAUSE, Saint Thomas Aquinas College

JACK G. CHIRIKJIAN, Georgetown University

KAREN M. GRAF, EDVOTEK, Inc.

June 8-10, 1997, in DeKalb, Illinois Apply: NIU

The focus of this course is to introduce college faculty to biotechnology concepts and "hands-on" laboratory technologies to enable them to incorporate neurosciences in biological science courses for investigation into the brain and behavior. Invertebrate models have simpler nervous systems but are governed by many of the same laws which apply in vertebrates. The important advantage of these models is that they have fewer and larger cells. Because these larger cells can be consistently recognized between individual animals, they can be more closely studied than the thousands of tiny neurons found in higher animals. In many cases this has resulted in the complete understanding of small neural circuits at the single cell level. This course combines a review of theory with the acquisition of practical skills necessary to teach neurosciences using invertebrates. Basic anatomy, physiology and behavior will be explored using procedures from classic experiments. No prior background in neurobiology is necessary. EDVOTEK, the corporate partner will offer equipment and reagent packages at discounted prices to workshop participants. This course can be taken in conjunction with Biotechnology for Interdisciplinary Science (Course #38) and Biotechnology Theory and Practice for the 21st Century (Course #37).

For college teachers of: biological sciences and allied health sciences. Prerequisites: none.

Dr. Krause is an Assistant Professor of Biology at Saint Thomas Aquinas College. She received her Ph.D. degree in Biology from Dartmouth College in neurobiology. Over a ten-year period she has been involved in teaching at several institutions. In her current position she teaches anatomy and physiology, cell biology, genetics, and human biology as well as freshman general biology. Dr. Chirikjian is Professor of Biochemistry and Molecular Biology and Director of the biotechnology programs 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. Ms. Graf is Director of Educational Services at EDVOTEK, Inc., which manufactures and markets biotechnology equipment and experiment modules for undergraduate education.


Course: 41

Morphological and Physiological Neuroscience: The Growth in Modern Techniques

MELBURN R. PARK, The University of Tennessee, Memphis, TN

June 25-27, 1998 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: 42

Psychoactive Drugs and the Molecular Biology of the Neuron

DAVID DRESSLER, Department of Neurobiology, Harvard Medical School

August 7-9, 1998 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.

For college teachers of: biological sciences, chemistry, and biochemistry. Prerequisites: none

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 Ph.D. 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: 43

Darwinian Medicine

MICHAEL BELL and DANIEL DYKHUIZEN, State University of New York at Stony Brook

May 14-16, 1998 in Stony Brook, L.I. NY Apply: SUSB

Evolution is the unifying concept of biology. Although medicine is an application of biology, evolutionary theory has had only a superficial impact on research and practice in medicine and the formulation of public health policy, which are grounded primarily in physiology and biochemistry. Darwinian Medicine is an attempt to bring evolutionary principles to bear on human medical and public health problems.

This short course reviews basic evolutionary mechanisms and human evolution and examines the role of evolutionary theory in understanding such phenomena as senescence, the response of hosts to parasites, evolution of virulence and pathogen resistance to drugs, and the ecological causes for evolution of emerging pathogens. We will emphasize the interaction of historical causation and adaptation in response to natural selection.

STRONG>Reference Texts: Nesse, R. M. and G. C. Williams, Why We Get Sick, Vintage, 1994. Other short selected readings will be assigned.

For college teachers of: biology, psychology, anthropology, and medical school teachers of public health, psychiatry, and general medicine. Prerequisites: none.

Dr. Bell is an Associate Professor in the Department of Ecology and Evolution at the State University of New York at Stony Brook where he teaches vertebrate zoology and graduate evolution. His research concerns evolutionary radiation of armor in the stickleback fish and patterns of change in the stickleback fossil record. Dr. Dykhuizen is a Professor in the Department of Ecology and Evolution at the State University of New York at Stony Brook. He studies molecular evolutionary genetics, evolutionary ecology, and molecular phylogeny of bacteria. He is the Director of the Graduate Program for his department and teaches evolution to undergraduates and molecular evolution at the graduate level. Together they teach one of the first university courses in Darwinian Medicine.


Course: 44
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 11-13, 1998 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: 45

Principles of Modern Immunology

RICHARD A. GOLDSBY, Amherst College

June 25-27, 1998 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 offered at MIT's Whitehead Institute for Biomedical Research and offers an opportunity to obtain an up-to-date summary of immunology. 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. Much of the basic immunology presented in this course is anchored to infectious disease, diagnostics, transplantation, vaccination and cancer immunology. The exploration of these practical themes makes clear the special opportunity immunology provides for illustrating the tight coupling between basic and applied biology. Specifically, participants in this course will examine the cellular and molecular biology of antibody and T cell receptor diversification; antigen-antibody reactions and their use in a variety of types of immunoassays; cellular interactions underlying immune responses; cytokines and their regulatory effects; and tolerance and transplantation. Issues of tumor immunology, such as cancer vaccines will be discussed and an update on the immunology of AIDS will be included.

The Whitehead Institute is one of the world's premier biomedical research centers. Ground breaking research is underway in many areas including the molecular biology of cancer, structural biology and the basic regulatory mechanisms underlying the control of cell growth and development. Also, the Whitehead is one of the lead centers for the Human Genome Project. In previous years, in addition to the program of lectures and discussions, participants have had an opportunity to visit sites in the institute and hear first hand accounts of work in progress. Most participants have found these interactions particularly stimulating..

For college teachers of: the biological sciences, those beginning research in immunology will also find the course useful. 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.

Revised text: 12/11/97


Course: 46

Advances in Immunology: The Importance of Immune Function in the Regulation of Infection, Reproduction, Transplantation, Autoimmunity, Cancer and Aids

JULES ELIAS, State University of New York at Stony Brook

April 27-29, 1998 in Stony Brook, L.I., NY Apply: SUSB

Major advances in our understanding of immune function have provided greater insight into some of the more perplexing issues associated with the body's ability to regulate infection, tolerate paternal antigens during gestation, accept a life sustaining foreign graft, maintain self-tolerance, destroy tumor forming neoplastic cells, and protect itself against the AIDS virus. Survival depends upon an effective defense against foreign invaders. The immune function of the body is a complex web of interactions among mononuclear cells and factors which fine tune and control the level of response. The analysis of molecular recognition and gene regulation in immunology is providing new insights into the mechanisms of immune response and disease.

This course is designed to increase our understanding of the interactions of monocytes, T-and B-cells in the control of the level of the immune response to self and foreign antigens, including tumor antigens and the HIV virus, as well as the mechanism by which cells evade the immune system. The basis of the diversity of the immune response, its interactions with oncogenes in tumor development, the relationship of stress to immune function and autoimmune diseases will also be explored.

For college teachers of: biology, immunology, and serology. Prerequisites: none.

Dr. Elias is Associate Professor of Histopathology and Senior Research Associate at the State University of New York at Stony Brook. He is a teacher of Histochemistry, Immunology, and Immunopathology. Dr. Elias is Program Director of Seminars in Immunopathology. He is Editor-in Chief of the Journal of Histotechnology, author of Immunohistopathology: A Practical Approach, 1990 ASCP Press, and author of more than 70 scientific papers.


Course: 47
CLOSED

Primate and Human Evolution

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

May 18-20, 1998 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. Much new knowledge has been generated so that textbooks are often out of date by the time they are printed.

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.

Suggested Texts: Fleagle, J. G.. Primate Adaptation and Evolution, Academic Press, 1998. Howells, W. W. Getting Here: The Story of Human Evolution, Compass Press, 1997.

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 Egypt, Argentina, Ethiopia, and Kenya.


Course: 48

Creation, Evolution or Both? A Multiple Model Approach

CRAIG E. NELSON, Indiana University

April 15-17, 1998 in Dayton, OH Apply: DAY

May 7-9, 1998 in DeKalb, Illinois Apply: NIU

Note: This course will be offered at both at the University of Dayton and Northern Illinois University.

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 this teaching of evolution and has participated in several debates with scientific creationists. He has been an invited participant of 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

Evolution and the Law

BERNARD GOLDSTEIN and DAVID E. GOLDSTEIN, San Francisco State University

June 3-5, 1998 and October 15-17, 1998 in San Francisco, CA Apply: CAL

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

"I want to get thinkers in other disciplines to take evolutionary theory seriously, to show them how they have been underestimating it, and to show them why they have been listening to the wrong sirens."

Daniel C. Dennett, Darwin's Dangerous Idea (1995).

"The life of the law has not been logic, but experience."

Oliver Wendell Holmes

As academic disciplines, law and biology are usually thought to be distinct endeavors, divided in people's minds by the traditional wall separating "soft" from "hard" sciences. However, biology's central theory of Darwinian evolution is, in truth, a revolutionary concept whose predictive power and explanatory force cannot safely be limited to historic shifts in the demographics of animal populations. Darwin's theory simultaneously draws from and cuts through established theoretical concepts of human nature, politics, ethics, and cosmology. In short, the "wall", upon close examination, must fall.

This course aims to explore the connections between Darwin's Theory of Evolution and developments in legal philosophy. While we do not pretend to be the first to study intellectual links between the two fields, we will attempt to systematically examine ways in which thinkers from both fields have influenced each other. At the same time, this course will identify various temptations to overextend and misapply Darwin's thinking to the behavior of legal and political institutions.

Specifically, this course will track the chronological development of "natural law", "positive law", "legal realism", and "public choice theory" in the hopes of demonstrating the parallel usage of concepts such as "struggle", "self-interested actors", and "materialism". The course will examine the impact of Darwinian thinking on Oliver Wendell Holmes, E.O. Wilson, Thomas Huxley, Clarence Darrow, Andrew Carnegie and other social and legal thinkers.

Moreover, this course will examine the potential ways that Darwin himself was influenced by political and economic theories of his day, such as those proposed by Thomas Malthus and Adam Smith. At the June 3-5 session, discussions will take place and special project assignments will be made. At the October 15-16 session, participants will present their papers and lead relevant discussions.

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

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 curricula. He has been teaching science and humanities convergence courses for twenty years. Mr. David Goldstein is an attorney at the Contra Costa Public Defender's Office, where he is currently assigned to a felony trial caseload. He has a juris doctorate degree from Boalt Hall School of Law, a B.A. in Political Science from U.C. Davis, and a minor in Biological Anthropology. He has published articles for the California Journal on the subjects of association management and housing legislation, served as a member of the California Law Review, and long ago studied the phylogenetic relationship of Aegyptopithicus Zeuxis to other Stem Catarrhines.


Course: 50
CLOSED

The Dinosaur Family Tree

J. MICHAEL PARRISH, Northern Illinois University

April 9-11, 1998 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.

Dr. 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: 51

The Paleobiology of the Dinosaurs

J. MICHAEL PARRISH, Northern Illinois University

June 20-25, 1998 in Grand Junction, CO 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 evolutionary of plants and that of dinosaurs related? Were the dinosaurs killed off by a meteoritic 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 college teachers of: all disciplines. Prerequisites: none.

Dr. Parrish is on the faculty of the Departmental 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 field program investigating fossil vertebrates and paleoenvironments and has conducted numerous programs on dinosaurs around the country.


Course: 52

Biodiversity - Who Needs It?

JAY R. STAUFFER, Jr., Pennsylvania State University

June 8-10, 1998 in State College, PA Apply: TUCC

Ecological processes and ecosystems are organized by interactions and integration of plants, animals, fungi, and microbes. Biodiversity is the basic biotic capital for sustaining humanity and for meeting the needs of a technological society. Knowledge of biodiversity will improve our ability to: diagnose environmental health, document changes in ecological systems, explore new crop and medicinal species; and expand the horizon of life sciences. Yet our contemporary knowledge barely represents seventeen percent of the extant global biodiversity.

The first day of the course will cover an overview of global biodiversity. Examples of high and degraded diversity will be given from both tropical and temperate areas. The participants will be introduced to the problems associated with assessing biodiversity, preserving diversity, and techniques used to aid in the recovery and restoration of damaged ecosystems.

A sample topic for discussion follows. Not only is it essential to be able to catalog the species within a given ecosystem, but it is also necessary to have a working knowledge of the biology, physiology, behavior, and habitats of the components of the ecosystem under study. For example, we currently have the knowledge and technology to “clean up” almost any discharge from an industrial complex. To do so, however, requires chemicals and energy that have to be produced somewhere and have an attendant effluent. What do we do if we are to protect and conserve our natural systems? Certainly, there are particular ecosystems that must be protected completely. The majority of them, however, can be used to help us process our waste through their natural assimilative capacity. The key is to be able to determine that assimilative capacity for any given ecosystem and make sure we do not exceed it.

Participants will collect fishes and macroinvertebrates in two contrasting stream system on the second day of the course - one highly diverse and the other, degraded. The participants will be exposed to different collecting techniques that include both quantitative and qualitative methods. The collections will studied in the laboratory on the third day, where they will be sorted and identified, the data analyzed and, the two sites compared and contrasted.

For college teachers of: the biological sciences, ecology, and social sciences. Prerequisites: none.

Dr. Stauffer is Professor of Ichthyology at Penn State University. He is senior author of Fishes of West Virginia and has published 135 articles on systematics, zoogeography, ecology, and biology of freshwater fishes. He teaches ichthyology, systematics, ecology of fishes, and the evolution and systematics of fishes.

Revised text: 12/11/97


Course: 53

Conservation Biology Considered

GLENN ADELSON and DAN PERLMAN, Harvard University

June 12-14, 1998 in Cambridge, Apply: HAR

Note: This course will be offered at Harvard University.

In this course, we explore ways in which teachers of conservation biology and environmental science can incorporate field work, case studies, and multimedia teaching tools into their courses. We share techniques that we have developed in teaching conservation biology for the last seven years. These include specific field exercises, methods for developing case studies, and an exploration of a new multimedia teaching tool that one of us is currently developing. We are convinced that field work and case studies enable students to grasp the fundamental issues in conservation biology in a way that classroom discussions cannot, and we share our methods in this course.

For college teachers of: Conservation biology and environmental science. Prerequisites: None

Glenn Adelson and Dan Perlman are Lecturers in Environmental Science and Public Policy at Harvard University. They recently published a college text, Biodiversity: Exploring Values and Priorities in Conservation. Adelson was trained as a lawyer and systematic botanist, and has taught expository writing for eight years. Perlman was a computer programmer before getting a Ph.D. in behavioral ecology. He is a nature photographer and is co-developing a CD-ROM on conservation biology with E. O. Wilson.


Course: 54

The Polar Regions: Role in Global Change Studies

ELLEN MOSLEY-THOMPSON

June 15-17, 1998 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 have 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 three-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) polar meteorology and the use of climate models to study the interactions between the polar regions and global climate; and 5) satellite-based remote sensing of the polar regions.

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. 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.

Revised text: 1/9/98
Revised course date: 4/21/98


Course: 55

The Sun, The Atmosphere and You

GIL YANOW, NASA/Jet Propulsion Laboratory, JOHN KELLY, University of Alaska and CHARLES BOOTH, Biospherical Instruments

June 9-12, 1998 in Barrow, AK Apply: CAL

Note: This course will be offered at Ilisaagvik Community College in Barrow, AK

This course will examine the Solar radiation in the visible and UV (erythemal) spectral regions and how the Earth atmosphere (ozone layer, clouds and lower regions) allows us to use energy from the Sun, but protects us from harm, with special attention to arctic conditions. The Sun will never set during the time of the course and as part of the agenda we will set up our own solar and UV monitoring equipment for 24hr a day information. Some special measurements will be made of effects of sea ice on solar radiation--June is an good time of the year to investigate this. The course will discuss topics of instruments used for surface monitoring of both the visible and UVB/UVA regions of the spectrum, the types of data gathered, its analysis and application. We will discuss the effects of UV radiation (erythemal) on humans, the shielding from all regions of the atmosphere with special attention to problems of the Ozone layer. There will be extensive visiting of unique arctic data facilities such as the Atmospheric Radiation Monitoring (ARM) project, the NSF sponsored UV monitoring site, the NOAA site for Atmospheric Chemical and Physical Observations and an introduction to Arctic ecosystems. Several CD-ROMS will be made available toattendees.

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. Dr. Kelly has been at the University of Alaska for many years, and has taken a leadership role in solar and arctic monitoring. He has worked for many years with the native Alaskans and has lead many NSF sponsored research programs. He is one of the best qualified scientists and educators to show how to use arctic study data to illustrate basic science concepts and principles. Mr. Booth is the head of Biospherical Instruments in San Diego California. This organization has been sponsored by the NSF for many years to carry on long term solar monitoring in both the arctic and Antarctic regions. He a leading expert in UV monitoring and instrumentation.


Course: 56

Geographic Information Systems and the Urban Environment

RICHARD P. GREENE, Northern Illinois University

May 7-9, 1998, in DeKalb, Illinois Apply: NIU

A geographic information system (GIS), composed of multiple layers of information about a place, can facilitate problem-solving in complex urban environments. This course will apply GIS hardware and software to the analysis of urban growth pressures and their impact on the physical environment. Topics to be covered will range from stressed agricultural systems on the urban-rural fringe to the impact of urbanization on wetlands. Methods of integrating land information with demographic and economic information will be used to analyze the interdependencies of human and physical systems in an urban environment.

Participants will experience hands-on applications of ARC/INFO and ARCVIEW software in a GIS laboratory. New geographic, environmental, demographic, and economic information will be obtained from the World Wide Web and integrated for evaluating the impacts of land-use change on the urban-rural fringe. Course handouts, computer scripts, and computer demonstrations will be provided for participants to experiment with at their home institutions.

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

Dr. Greene is a member of the faculty of the Department of Geography at Northern Illinois University. He received his Ph.D. in geography at the University of Minnesota. He has spent time with the U.S. Census Bureau working with large geographic and demographic data bases and is currently working with the American Farmland Trust (AFT) to develop a GIS for evaluating the loss of prime farmland to urbanization. Dr. Greene also collaborates on research concerning land-use change on the urban-rural fringe with local governments in the Chicago metropolitan region.


Course: 57

Ecology of the Rockies

MICHAEL W. MONAHAN, University of Denver and P. KELLY WILLIAMS, University of Dayton

July 25-30, 1998 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-three 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: 58

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 18-20, 1998 in Ashland, OR 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: 59

Ecology of South-Central Alaska

BJARTMAR SVEINBJöRNSSON and DONALD SPALINGER, University of Alaska Anchorage

June 20-22, 1998 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. Sveinbjörnsson 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, Earth and Marine Sciences, University of California, Berkeley

June 10-13, 1998 in Seattle, WA 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:

In the laboratory, we will examine the adult body plans of the animals we have collected and observe larval forms from plankton tows. (Course activities will be carried out June 11-13, but due to the remote location of San Juan Island, participants should plan on arriving on the afternoon of June 10 and departing on the morning of June 14.)

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 a University of California President's Postdoctoral Fellow in Santa Cruz. 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

Ecology and Conservation of Marine Birds and Mammals

W. BRECK TYLER, Institute of Marine Sciences, University of California, Santa Cruz

June 10-13, 1998 in Seattle, WA 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.

The sheltered waters of San Juan Archipelago support a diverse assemblage of marine birds and mammals. Killer whales, Dall's porpoises, harbor seals, river otters, rhinoceros auklets, and bald eagles are just a few of the species typically present in late spring. This course affords participants the opportunity to observe these animals first hand and learn about their ecology and conservation.

Classroom sessions (lectures, slide presentations, and discussions) will cover topics such as adaptations to marine environments, cetacean social systems, and effects of the impending El Nino, and conservation issues such as modern whaling, oil spills and rehabilitation, and interactions with fisheries. Advances in research techniques, recent discoveries, and applications to undergraduate education will be emphasized.

Scheduled field sessions include: a half-day cruise on the FHL research vessel in search of cetaceans and seabirds; a visit to Friday Harbor's renowned Whale Museum; and trips to several of the island's best shoreline observation spots. In addition, the Labs' harborside setting offers excellent opportunities for wildlife viewing during free time.

Participants are strongly encouraged to bring binoculars and a spotting scope.

For college teachers of: biology, ecology, and marine sciences. Prerequisites: none.

Mr. Tyler is a Research Associate and Lecturer at the University of California, Santa Cruz. His professional interests include behavioral ecology, marine conservation, and teaching undergraduate field courses. He has 25 years experience studying seabirds, cetaceans, and pinnipeds in California, the Pacific Northwest, Mexico, Alaska, and Hawaii. He is currently co-Principal Investigator of a program to prevent and assess injury to marine birds and mammals during oil spills. Each fall, he teaches a marine birds and mammals course at Friday Harbor for Northeastern University's East/West program in Marine Biology.


Course: 62

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 18-21, 1998 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 temperate kelp forests are well known for their great diversity and productivity. What nearshore marine communities occur in the warm temperate 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: 63
CLOSED

Ecology of Marine Mammals in Monterey Bay, California

JAMES T. HARVEY, Moss Landing Marine Laboratories

Aug. 6-8, 1998 in Monterey Bay, CA Apply: CAL

Note: This course will be held at the Moss Landing Marine Laboratories. Enrollment is limited to 20 participants.

Monterey Bay is located in one of the most productive upwelling zones in the world, hence a great diversity of marine mammals inhabit the region. The area has a unique blend of estuarine, rocky shoreline, continental shelf, and submarine canyon habitats. A great number of pinnipeds (seals and sea lions), cetaceans (whales, dolphins, and porpoises), and sea otters reside or migrate into the area annually because of the abundant food resources and diverse habitats. The purpose of this course is to introduce participants to the diversity of marine mammals and habitats, and allow them to examine firsthand the interrelationships of marine mammals, prey, and environment.

Participants will spend at least two full days in the field. One day will be spent capturing, radio-tagging, and tracking harbor seals near Elkhorn Slough. Radio tags will be affixed to a number of harbor seals to determine movements, dive behaviors, and daily activity patterns. After tagging, participants will learn the techniques of radiotelemetry while monitoring the behaviors of tagged harbor seals as they forage in Monterey Bay. Another half day will be spent at sea conducting a survey of the distribution and abundance of marine mammals and their prey. Participants will learn line transect methods, and conduct visual surveys of marine mammals in Monterey Bay while recording the presence of potential prey resources using hydroacoustic instruments. In addition, a few net samples will be obtained to augment the acoustic information. Another half day will be spent recording the foraging behaviors of sea otters. Slides, videos, and recordings will be used to demonstrate the different marine mammal taxa and handouts will provide information that can be retained. Guest lecturers will provide additional input regarding other research projects conducted in the area.

This course will involve long hours at sea or tracking radio-tagged harbor seals. Participants will learn (1) how to identify marine mammals, (2) the various methods used in the ecology of marine mammals, and (3) the physical and biological oceanic processes off central California. The course is meant to be educational, fun , and an adventure.

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

Dr. Harvey is an Associate Professor at Moss Landing Marine Laboratories and has taught there since 1989. He is a graduate of the Moss Landing Master's program and later returned to chair the Bird & Mammal Lab after obtaining a Ph.D. in Oceanography at Oregon State University in 1987, and completing a Post-doctoral Fellowship with NOAA's National Marine Mammal Laboratory in Seattle, Washington, in 1989. Dr. Harvey's research interests include the ecology, morphology, and behavior of marine mammals, birds, and fishes; VHF satellite-telemetry; marine mammal/fisheries interactions; vertebrate sampling techniques and experimental design; age and growth; population and trophic dynamics; and marine mammal stranding studies. Currently, Dr. Harvey's research includes studies regarding feeding ecology of pinnipeds; development of remote attachment and release mechanisms for data recorders on cetaceans and pinnipeds; effects of low-frequency sounds on marine mammals; training and use of California sea lions for > underwater filming and radio-tagging of whales; and effects of human disturbance on marine mammals.


Course: 64
CLOSED

Tropical Forests in Costa Rica

BARBARA BENTLEY, University of Utah

April 21-25, 1998 in Costa Rica Apply: SUSB

Note: The 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, and amounted to about $450 last year.

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: intending to teach environmental science, field biology or related courses. Prerequisites: none.

Dr. 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: 65

Natural History of Mona Island, Puerto Rico

FERNANDO BIRD-PICÓ, GARY J. BRECKON, LUCY BUNKLEY-WILLIAMS, CARLOS A. DELANNOY, HERNÁN SANTOS AND DUANE A. KOLTERMAN, University of Puerto Rico

April 26 - May 1, 1998 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 26; transportation will be provided between Mayagüez and La Parguera, in southwestern Puerto Rico, where we will meet at 8:00 PM. 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 1. It is recommended that participants from the mainland spend the night of May 1 at the UPR-Mayagüez College Hotel, at a cost of $15-20, 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 bring their own camping equipment or can stay in the DNER facilities on Mona. Food will be purchased and prepared by course staff. This course has a participant's fee of $205 (in addition to the application fee), which covers boat transportation, terrestrial transportation on Mona, 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 conditions of the participants. This course is limited to 30 participants.

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. Breckon 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. Santos has research and teaching interests in Caribbean geology. Dr. Kolterman has research and teaching interests in conservation biology and plant biosystematics; he will coordinate the logistical aspects of the course, with the assistance of four graduate students.


Course: 66

A Guide to Tropical Plants: Dicot Families

ROGER W. SANDERS, Botanical Research Institute of Texas

May 17-22, 1998 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, Florida. 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. However, participants with their own transportation may choose their own accommodations; car rental is inexpensive in Miami. Participants will be responsible for all costs associated with travel, lodging, food, and incidentals. There is a lab fee of $125.

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 the major goal of this course is to facilitate instructors in incorporating tropical plant materials in their courses, the emphasis will be on collecting materials from the living collections and on family recognition in the vegetative state. There will be ample opportunities for photography and the preparation of herbarium and preserved specimens. Short lectures each morning/afternoon and extensive handouts will provide orientation to the recognition characters (field and technical), systematic placement 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, ecology, and anthropology. 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: 67

A Guide to Tropical Plants: Cycads and Monocot Families

ROGER W. SANDERS, Botanical Research Institute of Texas

May 24-29, 1998 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, Florida. 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. However, participants with their own transportation may choose their own accommodations; car rental is inexpensive in Miami. Participants will be responsible for all costs associated with travel, lodging, food, and incidentals. There is a lab fee of $125.

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 the major goal of this course is to facilitate instructors in incorporating tropical plant materials in their courses, the emphasis will be on collecting forays in the living collections; there will be ample opportunities for photography and to make herbarium and preserved specimens. Short lectures each morning/afternoon and extensive handouts will provide orientation to 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, primarily palms and relatives, aroids, gingers and relatives, bromeliads, and woody lilies.

For college teachers of: biology, botany, ecology, 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: 68

Migration and Birds of the Central Flyway

RICK TINNIN, The University of Texas at Austin

March 13-15, 1998 in Port Aransas, TX Apply: TXA

Note: This course will be presented at The University of Texas at Austin's Marine Science Institute located in Port Aransas, Texas. The lab is located on the north end of Mustang Island, southeast of Corpus Christi, Texas. Participants will be housed at the Institute in dormitory-style accommodations with two persons per room. Participants will be responsible for all costs and fees associated with lodging, food, ground transportation to and from the airport, to the laboratory, as well as field trips and boat trips.

> The central Texas coast is a dynamic system comprising a series of inshore bays and lagoons and the barrier islands separating them from the Gulf of Mexico. The shallow bays and lagoons are heavily vegetated with sea grasses and macroalgae which provide habitat and resource for a large population of fish and invertebrates. This diverse system also supports a wide variety of migrant ducks, geese, shore birds, sandhill cranes and the endangered whooping crane. The whooping cranes winter at the nearby Aransas National Wildlife Refuge along with a myriad of other water fowl. During the course, participants will have the opportunity to work with naturalists and researchers gaining information on bird migration and their use of the wide variety of habitats that are available along the central Texas coast. Information on bird migration, ecology and field identification will be presented and field trip opportunities will include a boat trip to the whooping crane wintering grounds, a walk through a spartina marsh and birding around the freshwater lakes and hypersaline lagoon along the backside of the Padre Island National Seashore.

For college teachers of: ornithology and all life sciences. Prerequisites: none.

Rick Tinnin has a M.S. degree in Marine Science and Geology from Texas A&I University. He has headed the Marine Education Services program for The University of Texas Marine Science Institute for the past 23 years. Other course instructors will include members of the MCI faculty and research staff.


Course: 69

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

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

March 19-21, 1998 in Stony Brook, L.I., NY Apply: SUSB

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 idea 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.

Dr. 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: 70

Will Russia Become a Democracy?

JEFFREY HAHN, Villanova University

June 4-6, 1998 in Philadelphia, PA Apply: TUCC

The Russian Federation is the largest country in the world covering nearly 1/7 of the world's land surface. Russian nuclear capability remains second to none and is matched only by the United States. Despite severe structural problems, the Russian economy rivals those of other major powers in size. Given a well educated work force and vast natural resources, Russia's economic growth over the long term seems certain. For these reasons and others Russia will remain a dominant force on the Eurasian continent, and therefore, a major player in world politics for the foreseeable future. Just what kind of role Russia will play depends very much on what kind of political system emerges there. The major purpose of the course is to better understand the uncertain political transformation currently underway in Russia. Participants in the course will explore the following questions: Why did the old Soviet Union collapse? Will efforts to create a political democracy in Russia succeed? What are the factors that are likely to promote or to impede such efforts? These concerns will be the focus of lectures and discussion in this course.

In order to accomplish these purposes, the first session on Thursday will be spent looking at theories of political democracy and democratization in an effort to identify criteria by which we can measure progress toward democracy in Russia. Then, since it would be impossible to understand the process of political transition without knowing what went before, the next three sessions will look at how the old Soviet system worked; these will examine ideological roots, how the system evolved historically, and how Soviet political institutions worked. On Friday, the period of Gorbachev's leadership ( 1985-1991) will be treated here as the first stage of transformation and we will devote two sessions to his policy of "Perestroika" and why it ultimately failed. In the last four sessions of the course (on Friday and Saturday), we turn to the second phase of the transition and to what has been happening in Russian politics after the collapse of the old Soviet Union in 1991. In particular, we will study the destruction of the old parliamentary system in 1993 and the adoption of a new Russian Constitution a few months later. We will then consider how well the new system works with special attention to the parliamentary elections of 1993 and 1995, the Presidential election of 1996 and the regional elections of 1996-97. We conclude with a discussion of Russia's political prospects based on the evidence examined over three days.

For College teachers of: all social sciences and economics. Prerequisites: none.

Jeffrey W. Hahn is a Professor of Political Science at Villanova University specializing in Russian politics. He is also Director of the Russian Area Studies Concentration (RASCON) at that University. Hahn is the author of Soviet Grassroots: Citizen Participation in Local Soviet Government ( Princeton University Press, 1988) and co-editor (with Theodore H. Friedgut) of Local Power and Post Soviet Politics (1994). His most recent book, published in 1996 was entitled Democratization in Russian: The Development of Legislative Institutions. Professor Hahn was a visiting Fulbright Professor for a semester in the Law Faculty of Moscow State University in 1987. He has been as a consultant for various agencies of the U.S. government, including the Department of State.


Course: 71

The End of Science

RALPH DAVIS, Albion College and HANS CRISTIAN von BAEYER, College of William and Mary

June 4-6, 1998 in San Francisco, CA Apply: CAL

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

Along with the many triumphs of science's last two hundred years there persistently has been an accompanying notion that perhaps this grand enterprise was coming to an end. Fortunately, reports of impending demise have been consistently premature. As we close out the century, however, might some of the newer arguments for the "end of science" require closer attention? It has been suggested, for example, that some fields have been so thoroughly investigated that except for minor details, there remains little of significance to be explored. Some have speculated that in fields such as cosmology, there is an "information barrier," where theoretical speculation increasingly turns on data that seems in principle to be unavailable. Others have noted that society has not always thought pure science a good investment. Our reluctance to spend the money to take research to the next level, as in the case of the Superconducting Supercollider, might severely curtail progress for reasons not intrinsic to the discipline, but simply a refusal to fund. The limitations of medicine are not only theoretical and economic, but legislative as well. On other fronts, some have seen the narrative of science as an exclusively male oriented enterprise as having come to an end, with a new account beginning to take form. Certainly some of the most interesting arguments turn on the notion that there are some dimensions of the universe whose nature and complexity exceed our rational capacity to understand, or, that some problems, such as human consciousness, are simply "intractable."

The course will be discussion based and draw on the thoughts and writings of such persons as John Barrow, John Casti, John Chalmers, Arthur Danto, Freeman Dyson, Sheldon Glashow, Stephen Jay Gould, Sandra Harding, Mary Hesse, Gerald Holton, Lord Kelvin, Arthur I. Miller, Heinz Pagels, Gunterh Stent, and others, and will take a critical look at John Horgan's "The End of Science."

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. Dr. von Baeyer is Professor of Physics at the College of William and Mary and the author of Taming the Atom and The Fermi Solution.


Course: 72
CLOSED

Informational Technologies and Digital Libraries: Opportunities/Ownership/Investment

ROY E. ROPER, and SHARON MADER Christian Brothers University

June 7-9 1998, in Memphis, TN Apply CBU

Investments in educational and informational technologies, like most University decisions, are based on economic and educational value. Determining the values of such investments has classically weighed such factors as educational benefits, university resources ("costs"), and risks.

This short course will help college and university teachers and administrators construct a system of "layering" their initiatives for basic infrastructure, standardizing software, training personnel, and students, providing access to electronic libraries, and engaging in educational technology-supported teaching.

The participants will review the classical model for total cost of ownership for a campus

network. The course directors will employ Microsoft and Interpose TCO model of enterprise systems management to reveal both the budgeted (direct) and the unbudgeted of "off-the -books" costs (indirect) of handling IET systems through life -cycles.

In addition, the short course will investigate, from the standpoint of university competitiveness, the lost opportunity costs of not investing in informational and educational technology infrastructures.

For college teachers of: courses using information and education technologies. Prerequisites: xxxxxx

Dr. Roper is Chief Information Officer and Dean of Informational and Educational Technologies

at Christian Brothers University, and previously the Assistant Director, School of Life Sciences at the University of Illinois Urbana-Champaign where he developed the Office of Networked Information Technology. He is trained as a social anthropologist. Ms Sharon Mader is Director of the Plough Library of Christian Brothers University and a doctoral student in an Instructional Technology and Distance Education program.


Course: 73
CLOSED

Multimedia Laboratory and Classroom Simulations: Instructional Tools for the Sciences

JOHN E. BLANK, Cleveland State University

June 3-5, 1998 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 based 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 (e.g. PhotoShop), and drawing software (e.g. 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 and Associate Dean for Instructional computing 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 the Fund for Improvement of Post-Secondary Education.


Course: 74
CLOSED

Implementation of Advanced Computer Technology (CAD/CAM/CNC/CIM and Internet) as used in Undergraduate Education

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

June 14-16, 1998 in Memphis, TN Apply: CBU

Science, engineering, and technology teachers of four-year and two-year college programs must keep abreast of today's industrial processes to better prepare and counsel their students to meet the challenges in the competitive world of high-tech industry. This short course will be oriented toward the applications of computers, software, and the Internet for industry, and how their use is changing the world of manufacturing. Emphasis of each session will include learning assignments using hands-on equipment and software combined with interactive demonstrations in the national award-winning computer-aided manufacturing laboratories of State Technical Institution at Memphis. These experiences are designed to enhance the participant's understanding of the practical use of advanced computer technology in modern manufacturing and industry.

Specifically, participants will have experience with high speed computers using computer-aided design (CAD) software containing 3D modeling, photorealistic rendering, and animation. Integration of the CAD software with Microsoft Powerpoint and the Internet for technical presentations using 3D graphical VRML illustrations will be covered. The computer-aided design software will be combined with computer-aided manufacturing (CAM) machines to demonstrate CAD/CAM applications. Also demonstrated, will be computer-integrated manufacturing (CIM) networks containing computer numerical controlled (CNC) machines, material handling robotic systems, automatic storage and retrieval systems, vision inspection systems, and automatic conveyers. General topics will include careers for the 21st Century, curricula in high technology, industrial endorsed certification programs, and the new role of college teachers in educating for the future.

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: 75

A Guide to the Internet and the World Wide Web

WAYNE C. SUMMERS, New Mexico Highlands University

May 6-8, 1998 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. In the past, many faculty have been limited to using e-mail and an occasional file transfer on the Internet. During the last six years, many navigation tools have been developed for use on the Internet. These include gopher and a variety of World Wide Web browsers. 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, NetNews 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 in 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. 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 obtain copies of all public-domain and shareware software used. 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. His book, A Travel Guide to the INTERNET, has been used in many Internet courses and workshops. He has developed and taught many courses and workshops on the Internet. His research interests include computer networks including the Internet, intranets, computer security, computer viruses and computers in education. He has conducted workshops and seminars in these areas in the U.S. and internationally. His web site is http://jaring.nmhu.edu.


Course: 76

Telecollaboration in College Courses

JUDITH B. HARRIS, The University of Texas at Austin

May 28-30, 1998 in Austin, TX Apply: TXA

Note: Enrollment is limited to 20 participants. Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. Estimated cost will be provided.

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), 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 Assistant Professor of Instructional Technology at The University of Texas at Austin, where she develops 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: 77

Teleresearch in College Courses

JUDITH B. HARRIS, The University of Texas at Austin

May 20-22, 1998 in Austin, TX Apply: TXA

Note: Enrollment is limited to 20 participants. Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. Estimated cost will be provided.

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), Telnet. Participants will also learn enough HTML to be able to publish their syllabi and online resource reference lists on their institution's 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 Assistant Professor of Instructional Technology at The University of Texas at Austin, where she develops 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: 78

An Introduction to Creating WWW Materials for Science, Mathematics, and Engineering Teachers

DAVID W. BROOKS, University of Nebraska, Lincoln and HELEN B. BROOKS, Synaps, Lincoln, Nebraska

June 11-13, 1998 in Eugene, OR Apply: CAL

Note: This course will be held at the University of Oregon

The WWW is an excellent tool for delivering learning materials as well as supplementary materials for college science, mathematics, and engineering. This course will begin at the beginning. What is the Web? What is a server? How do servers work? What can be delivered over the Web?

The principal thrust of this course is about creating Web sites that include text, images, and links. Although the course will be offered on Macintosh computers, the skills learned are independent of platform. The software we provide, however, will run only on the Macintosh platform.

The applications taught in this workshop include Claris Home Page, BBEdit, and several freeware and shareware tools. Participants should bring computer files of handouts and assignments to the workshop with the intent of beginning to create Web-based materials from them.

A substantial portion of the course will be devoted to visiting Web-based instructional sites used in college science and mathematics courses, and discussing the problems encountered, the strategies employed, and other issues related to delivering instruction using this medium.

For college teachers of: all science, mathematics, and engineering disciplines. Prerequisites: none.

Dr. D. Brooks is Professor of Chemistry Education at the University of Nebraska/Lincoln. He has created numerous multimedia instructional materials and authored the book, Web-Teaching. 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: 79

Creating Course Materials for the World Wide Web

MIN LIU, The University of Texas at Austin

May 17-19, 1998 in Austin, TX Apply: TXA

Note: Enrollment is limited to 20 participants.

Are you interested in putting your courses on the web? Are you interested in developing web-based instruction? If so, this course will provide you with some useful information.

As the World Wide Web technology plays a significant role in today's teaching and learning, more and more educators are interested in putting their teaching materials on-line for their students, colleagues, and others. But, how do we develop course materials for the WWW? What are the design considerations in creating web-based instruction?

The purpose of this course is to provide hands-on experience for faculty who are interested in developing course materials for the WWW. The course will cover: (1) the issues of how to develop effective web-based instruction; (2) hands-on experience with basic and intermediate HTML (including text formatting, lists, links, anchors, graphics, tables, client-side image maps, adding video and audio, animated gifs, frames); (3) web-based design principles based upon the most current literature and research; and (4) demonstration of advanced web-related technologies such as shockwave, and Java Applets. It is strongly recommended that the participants bring their course syllabus and instructional materials to the workshop. The participants will learn to use the above-mentioned HTML features and apply design principles in developing their own web pages. They will learn how and where to search for useful Java Applets and shockwave files for their own use. By the end of the course, the participants will have put their course syllabus, and some of the course instruction on the web. This course will be taught in a Macintosh lab. Each participant will have a computer for his/her own use. The course will consist of about 80% hands-on activities in addition to mini-lectures, discussions, and demonstrations. The participants will receive print-based information about web design and web instruction, as well as various on-line resources.

For college teachers of: all disciplines. Prerequisites: intermediate microcomputer experience and knowledge of WWW browsing and search required; introductory HTML authoring experience strongly suggested.

Dr. Liu is Assistant Professor of Instructional Technology at The University of Texas at Austin, where she has developed and taught courses on interactive multimedia design, production and research. Her teaching and research interests focus on the impact of the new media technology on learning and the design of effective educational courseware. She has managed CD-ROM and WWW based projects and has published research articles in a number of educational technology journals.


Course: 80

Managing Interactive WWW Sites for Science, Mathematics, and Engineering Teachers: An Intermediate Course

DAVID W. BROOKS, University of Nebraska, Lincoln and HELEN B. BROOKS, Synaps, Lincoln, Nebraska

June 18-20, 1998 in Fullerton, CA Apply: CAL

Note: This course will be held at California State University, Fullerton

This course is for teachers who already have Web-sites running and wish to make those sites more interactive. Research in learning, described in the book Web-Teaching {ISBN: 030645552}, supports the notion that active learning (writing, speaking, answering, collaborating) is more effective than passive learning (listening, watching, copying notes). The workshop focuses upon ways to incorporate active learning within WWW materials. It also provides many practical suggestions for teaching such as maintaining electronic office hours and extending use of e-mail with students.

The hands-on practice covered will include: advanced tables, frames, and interactive images (maps); incorporating sound; incorporating movies; setting up and running a threaded discussion group; and creating a Web site.

Demonstrations of selected advanced materials will include: Javascripts that enhance client-side interactivity; server side processing based upon HyperCard materials; and managing data with FileMaker Pro. In addition, this workshop will address related new technologies -- the "latest and greatest."

Many of the technical issues faced by a Webmaster will be addressed. Only Macintosh hardware and software will be used.

For college teachers of: all science, mathematics, and engineering disciplines. Prerequisites: working knowledge of HTML.

Dr. D. Brooks is Professor of Chemistry Education at the University of Nebraska/Lincoln. He has created numerous multimedia instructional materials and authored the book, Web-Teaching. 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: 81
CLOSED

Advanced Guide to the Internet and Web Publishing

WAYNE C. SUMMERS, New Mexico Highlands University

June 17-19, 1998 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 in 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, image maps, and frames. CGI programming, Javascript, ActiveX, Java, and other web programming tools will also be considered.

Participants will be able to design their home pages using wordprocessors, and commercial and shareware HTML designers. 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. 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 obtain copies of all public domain and shareware software used. 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; experience writing HTML documents.

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


Course: 82

Cryptology

ROBERT EDWARD LEWAND, Goucher College

June 28-30, 1998 in Memphis TN Apply: CBU

Widespread participation on the Internet has brought forth renewed interest in issues of security and confidentiality. From the earliest days of writing, there have been occasions when individuals have desired to limit their information to a restricted group of people. They had secrets they wanted to keep. To this end, such individuals developed ideas by means of which their communications could be made unintelligible to those who had not been provided with the special information needed for decipherment. The general techniques used to accomplish such a purpose, i.e., the hiding of the meaning of messages, constitute the study known as cryptology.

In this course we will examine the two major categories of cryptology, namely ciphers and codes. In particular our topics will include substitution, transposition, and foreign language ciphers, security, authentication, public key cryptology, and anonymity.

For college teachers of: all disciplines. Prerequisites: a high comfort level with elementary college mathematics; a basic knowledge of a programming language would be helpful but not required.

Dr. Robert Lewand is a Professor of Mathematics and Computer Science at Goucher College where his work has been recognized with awards for both outstanding teaching and research. Co-author of several books on Artificial Intelligence, he has published and delivered papers on topics as diverse as algorithmic music and recursion theory. He chaired a special session in 1997 on the topic of "Mathematics and Sports" at the annual joint meeting of the Mathematical Association of America and the American Mathematical Society.


Course: 83
CLOSED

Introduction to Perl and CGI Programming

JAMES PEREGRINO, Harvard University

May 28-30, 1998 Apply: HAR

Note: This course will be offered at Harvard University.

The next step after creating your first web page is learning how build applications that allow visitors to interact with your web site. While scripting languages such as Javascript will add some interaction, it takes a true programming language to build a useful application. Perl is the most widely used language for creating web-based applications. It is far easier and faster to develop applications in Perl than in other languages such as Java or C, and Perl is available on UNIX, Win95, WinNT, VMS, and Macintosh systems. Participants in the course will learn the basics of the Perl language and how to write web applications using a web server's CGI interface. In-class exercises will be taken from real-life examples including forms to gather information, authenticating users, database access and the general processing of data files. While this course will be based on UNIX web servers, most exercises will work on Windows NT also. Along the way participants will learn the fundamentals of the browser-server interaction, and when and where to bring in different web technologies when deciding to take their web applications to the next level.

For college teachers of: All disciplines. Prerequisites: experience programming in a structured language such as Pascal or C.

James Peregrino is a Manager of Computer Services for Harvard's Division of Continuing Education, where he coordinates academic computing for the Division. He teaches Web Programming in Perl in the Spring for Harvard Extension School Earlier he worked as a software engineer for Harvard Business School, creating web applications in Perl.


Course: 84

Introduction to C++

JOSEPH E. LANG, University of Dayton

May 6-8, 1998 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.

Many schools are using C++ in their introductory courses as well as in advanced courses. Its popularity is growing and it threatens to become more popular that its parent, C, or Pascal. The computer science advanced placement test is scheduled to be switched from Pascal to C++.

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.


Course: 85
CLOSED

Object Oriented Programming with C++ and Java

JOSEPH E. LANG, University of Dayton

June 17-19, 1998 in Dayton, OH Apply: DAY

The object-oriented approach is an important addition to the set of paradigms programmers use when writing computer programs. This approach involves a whole new way of analyzing problems. Proponents of the object-oriented approach say that it is a new way of thinking--one that is more natural to the way human beings attack problems.

The object-oriented approach analyzes problems in terms of objects and operations. For example, in analyzing an automobile dealership, one of the objects would be automobiles and typical operations on automobiles would be to buy, sell and repair them. Another object would be the inventory of automobiles at the dealership with the corresponding operators of adding to the inventory, removing from the inventory, and printing the inventory.

In the object-oriented approach, the operations become subroutines that operate on the objects, and the objects become data structures that contain information about them. Programs are divided into units organized around the objects in the problem and their operations.

This short course will cover the fundamentals of the object-oriented approach and give examples of programs written in object oriented language such as C++, Java, and Ada-95. Participants will take part in lectures and "hands-on" laboratory sessions designed to emphasize the concepts for the lecture.

For college teachers of: any discipline. Prerequisites: programming experience.

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.