WARNING! These are 1998 data.

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.

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 20^th 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.

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.

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.

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.

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.

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
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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:

• Overview of the Universe and its contents
• Designing a syllabus
• Including or avoiding mathematics
• Linking astronomy with other sciences
• Making astronomy relevant to students
• Using astronomy to teach the scientific method
• Visual aids and other teaching tools
• Choosing a text

Participants will tour the Green Bank facility, including the new Green Bank Telescope currently under construction. It will be the world's largest fully steerable single dish radio telescope. Also, a 40-ft. diameter radio telescope will be provided for the use of those taking the course.

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

Dr. Wynn-Williams is a Professor of Astronomy and Chair of the Astronomy Graduate Program at the 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
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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
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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
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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.

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.

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.

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.

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.

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.

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 Whit