Teaching Creative Thinking to Enhance Critical Thinking
SIDNEY J. PARNES, Buffalo State College
June
1-3, 2000 in Memphis, TN
Apply: CBU
Undergraduate students who will become professional physical or social scientists, engineers, mathematicians or teachers must learn how to actualize goals, visions and dreams into reality. In this short course, instructors of these students learn and practice strategies to train their students to do this by using creative and critical thinking skills. Participants will be guided in preparing plans for helping students attain a creative outlook as they develop and use more of their thinking abilities.
The course focuses on opportunity making with respect to wishes and desires of individuals, their organizations, and the society in which they live. It helps participants uncover productive new ways to view, define and approach challenges, desires, or dilemmas in order to achieve effective implementable resolutions.
Too often a problem solver examines what exists and chooses the least of available evils without much satisfaction. Ultimately the Osborn/Parnes model results in creative decision-making in which one speculates on what might be, then chooses and develops the best alternative with satisfaction.
Participants will be introduced to creative/innovative processes that have been applied successfully in every academic discipline. These processes have also been applied by business executives desiring more creativity and innovation from their managers and employees. The short course provides participants the opportunity to experience the processes themselves and this helps enable them to effectively integrate these methods into their courses.
Participants will learn a new version of the Osborn/Parnes model. Many other proven techniques for stimulating both imagination and judgment are incorporated eclectically within the Osborn/Parnes model. The principles and processes presented have been derived from more than fifty years of research and practice in improving both imagination and judgment.
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 Presidents Award for Excellence to Dr. Parnes in recognition of his outstanding contributions in research, scholarship and creativity. His latest book (1997) is entitled OPTIMIZE The Magic of your Mind. It will be provided to each participant. Among a number of his other books on creativity are Visioning: State-of-the-Art Processes for Encouraging Innovative Excellence (1988) and Source Book For Creative Problem-Solving (1992) .The Source Book is a 50 year anthology of creative problem-solving techniques and processes. Dr. Parnes 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 Foundations Advisory Board of the Journal Of Creative Behavior.
Cognition and Teaching: Part 2
RUTH S. DAY, Duke University
May
10-12, 2000 in Durham, NC
Apply: TUCC
In “Cognition and Teaching: Part 1” we examined various cognitive processes (such as attention and memory) and their implications for teaching and learning. Since then, participants have returned to their classrooms and used course materials in both explicit and implicit ways. After a brief review of the major concepts examined in Part 1, we will discuss their effects on subsequent teaching. New material on “higher” cognitive functions will then be presented, including knowledge representation, problem solving, writing, and relationships between language and thought. This material will then be applied to teaching in the traditional divisions of inquiry – natural sciences, social sciences, and humanities.
Small Focus Groups will also meet to discuss the material in terms of specific disciplines (e.g., physics, chemistry, biology, math, computer science, psychology, sociology, anthropology, political science, history, philosophy, literature), and report their observations to the entire class. Concluding discussion will focus on cognitive aspects of teaching in the various disciplines – and the possibility that each can benefit from including approaches characteristic of other disciplines.
For college teachers of: all disciplines. Prerequisites: completion of the Chautauqua course, “Cognition and Teaching: Part 1,” given by Dr. Day.
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.
Constructive Processes in Learning And Teaching
DIANE L. SCHALLERT, The University of Texas at Austin
June 1-3, 2000 in Austin, TX
Apply: TXA
It is easy for college teachers to operate “on automatic” when it comes to their teaching duties. True, they are likely to be devoted to incorporating the latest disciplinary knowledge in their lectures. However, in the press of everything else they have to do, worrying about the best way to present that information or about how their students’ minds and emotions will be affected is often a low priority for college teachers. This course is intended to provide an opportunity for reflection on some of the latest insights that scholars and researchers interested in the process of learning and teaching have to offer.
Taking first a cognitive perspective, we will discuss how students think, how they use their existing knowledge to filter and interpret everything they observe, hear, and read, and how they change their existing knowledge. We will consider how learning is always a social and cultural experience, reflecting the context in which it occurs. We will then explore the emotional and motivational side of learning, the point of intersection between affect and cognition.
Throughout our discussion of the learning process from cognitive and socio-constructivist perspectives, we will refer to what practitioners and scholars have had to say about the teaching process. Thus, course participants should come away with a better understanding of their students and of how to teach them more effectively.
For college teachers of: all disciplines. Prerequisites: none
Dr. Schallert is a Professor of Educational Psychology at the University of Texas at Austin where she teaches a course on learning, cognition, and motivation in the undergraduate teacher preparation program, and graduate courses in learning and cognition, psycholinguistics, models of comprehension, and theories of writing. Her most recent research interests have been focused on the nature of classroom discourse, and how student affect intersects the language-learning interaction.
Process Workshops - A New Model for the Science Classroom
DAVID HANSON and TROY WOLFSKILL, State University of New York
June 1-3, 2000 in Stony Brook, L.I., NY
Apply: SUSB
A process workshop is defined as a classroom environment where students are actively engaged in learning a discipline and in developing essential skills by working in self-managed teams on activities that involve guided discovery, critical thinking, and problem solving, and that include reflection on learning and assessment of performance. The term process is used because the focus is on developing skills in key learning processes, and the term workshop is used because students are given tasks to complete as the active agents in the classroom. The essential skills, which we think most appropriate for a science workshop, lie in the areas of information processing, critical thinking, problem solving, teamwork, communication, management, and assessment. Performance skills in these areas, just like skills in laboratory work and athletics, can be developed, strengthened, and enhanced through practice. These skills therefore need to be included explicitly in university-level courses, not only to help students be successful in these courses, but also to prepare them for the workplace and for life in general.
In a process workshop, students work in teams to acquire information and develop understanding through guided discovery. They accomplish tasks and examine models or examples, which provide all the information central to the lesson, in response to critical-thinking questions, which we call key questions. The key questions compel the students to process the information, to verbalize and share their perceptions and understanding with each other, and to make inferences and conclusions, i.e. construct knowledge. They then apply this knowledge in simple exercises and to problems, which require higher-order thinking involving analysis, synthesis, transference, expert methodologies, and integration with previously learned concepts. The teams report their results to the class, assess how well they have done and how they could do better, develop strategies for improving their skills, reflect on what they have learned, and submit a written report.
The course will model the process-workshop classroom, review teaching strategies that help make it successful, and examine both text-based and computer-based materials that support this learning environment. The process-workshop format is being developed through grants from the National Science Foundation.
For college teachers: all disciplines. Prerequisites: none.
Dr. Hanson is a Professor of Chemistry at the State University of New York at Stony Brook. He is an established research scientist with over 125 publications, has served as Chair of the Department, and currently is Chair of Stony Brook’s Learning Communities Program. Dr. Wolfskill is a Lecturer in the Department of Chemistry and an Education Specialist in Stony Brook’s Center for Excellence in Learning and Teaching. He has a special interest in developing computer-based learning systems.
Ethics in the Science Classroom
THEODORE GOLDFARB, State University of New York at Stony Brook
June 15-17, 2000 in Stony Brook, L.I., NY
Apply: SUSB
Recent concerns about scientific misconduct, increasing secrecy in science, and the various urgent ethical issues associated with contemporary developments in biotechnology have led to an increased interest on the part of the scientific community, government funding agencies and the public in ethics in science. This course will explore the need for, and the value of, the integration of ethics and values issues in all levels of science teaching.
For college teachers of: all disciplines and science education. Prerequisites: none.
Dr. Goldfarbteaches environmental chemistry in the Department of Chemistry at the State University of New York at Stony Brook. During the past decade his NSF-supported research and teaching have included a focus on ethics and values in science.
The Nature of Nature: A Cross-Disciplinary Approach to Teaching College Science
BRIAN HAGENBUCH and GERARD L’HEUREUX, Holyoke Community College
June 8-10, 2000 in Philadelphia, PA
Apply: TUCC
Informal surveys by the authors reveal that non-science students find traditional science classes to be “boring, difficult, and irrelevant.” In an effort to change this attitude, we designed an exciting, cross-disciplinary, team-taught science course entitled Our Changing Universe-Understanding the Nature of Nature that integrates both the content of scientific knowledge with the context in which science is used. We focus on student-active learning and methods where instructors act primarily as facilitators in the accumulation of student knowledge, not as lecturers.
Initially, we attempt to place the changing universe of scientific knowledge within a historical and philosophical context. Learners will be challenged to respond to fundamental issues with acquiring knowledge. How do we know what we know? How does Nature work? Through readings and class discussions, learners outline the rise of “modern” science during the Enlightenment period and identify its strengths and weakness. “Postmodernism” which may include ecology, indigenous knowledge, and the convergence of science and religion, is also identified to determine challenges and contributions to scientific inquiry.
Building upon the context in which science shapes knowledge, learners would explore the nature of nature by becoming familiar with basic scientific principles that govern matter and energy and applying this knowledge to the relationships that govern cycles and ecosystems. Learners may then analyze complex problems such as global warming, acid rain, ozone depletion, genetic engineering, and rainforest destruction and understand the multiple perspectives in the arguments.
Participants will become familiar with the cross-disciplinary pedagogies and justifications for integrating both the content and context of science in undergraduate courses for non-science majors. In addition, STEMTEC teaching methods that incorporate effective student active learning strategies such as cooperative learning, interactive lectures, small-group discussions, and other learning techniques to improve student comprehension and involvement in science will be demonstrated.(STEMTEC is an NSF-sponsored grant activity designed to stimulate college interest in science and math and to encourage college students to consider careers in science and/or math teaching at the K-12 level).We will also share both formative and summative evaluations and outline both strengths and weaknesses of our approach.
For college teachers of: all disciplines. Prerequisites: none
Dr. Hagenbuch is instructor of Life Sciences at Holyoke Community College and teaches general biology, current environmental issues (a distance education course), Topics in Science, and joint courses between science and the humanities. He is also involved in using Web sites, on-line communications, and other interactive technology tools for the general science classroom. He is exploring the use of various methodologies in the science classroom. Dr. L’Heureux is Professor of Chemistry at Holyoke Community College and also teaches Geology and Topics in Science. He is an active participant in the NSF STEMTEC (The Science, Technology, Engineering, Mathematics, Teacher Education Collaborative) grant and serves as the H.C. Coordinator for STEMTEC. He is a member of the IPSE Learning Community Leadership Team at Holyoke Community College and is active in the National Learning Communities Dissemination Project with the Washington Center for Improving the Quality of Undergraduate Education. He has taught numerous learning communities that include Unity and Variety in Science and Literature and Our Changing Universe-Matter, Energy & the Environment both of which integrate ENG 102 with a lab science course.
Teaching Dendrochronology (Tree-Ring Analysis) in College-Level Courses
THOMAS W. SWETNAM and PAUL R. SHEPPARD, University of Arizona
May 18-20, 2000 in Tucson, AZ
Apply: UAZCampus Map:http://parking.arizona.edu/maps/campus/
Dendrochronology, or tree-ring science, is the study of annual growth bands of trees to better understand environmental conditions and human behavior of the past. Dendrochronology has been applied as a research tool in many distinct scientific disciplines, including forest ecology, geomorphology, climatology, environmental studies, and archaeology. Because of its broad application and interdisciplinary nature, dendrochronology can fit in as a topic in many courses typically offered at universities. Students often find dendrochronology interesting and enjoyable to learn about because it relates to many fascinating phenomena in the real world, from volcanic eruptions and forest fires to the abandonment of ancient cliff dwellings. Dendrochronology also affords opportunities for students to experience hands-on activities with specimens and data in the field and in the laboratory.
The
purpose of this course is to provide college teachers with a basic understanding
of dendrochronology principles and applications. The course will provide
various tools and ideas for teaching dendrochronology as part of an existing
course in environmental sciences or archaeology. The course will include
overviews of applications of dendrochronology plus benchmark examples,
hands-on experiences of lab and computer activities, and a trip to the
nearby Santa Catalina Mountains to experience fieldwork techniques and
to see examples of environmental issues to which tree rings
Apply. Participants will carry home hand outs that will be helpful
in the classroom for teaching dendrochronology.
For college teachers of: natural, geological, anthropological, or environmental sciences. Prerequisites: none.
Dr. Swetnam is Associate Professor of Dendrochronology and Director of the Laboratory of Tree-Ring Research at the University of Arizona. He specializes in forest ecology and has studied forest fires and climate change in the western U.S. Dr. Sheppard is a Research Specialist Senior at the Laboratory of Tree-Ring Research who has applied dendrochronology to various environmental questions. He also has developed computer-based modules specifically to aid in teaching dendrochronology at many academic levels.
Leading Socratic Discussions in the Undergraduate Classroom
WALTER PARKER, University of Washington
July 20-22, 2000 in Seattle, WA
Apply: UWA(http://depts.washington.edu/matseed/chautaq/index.htm)
Conducting lively, mind-stretching classroom discussions of the most powerful texts and ideas in your field is an ancient and venerable quest in college teaching. No one who tries it (and is honest) claims to do it well, and those who are demonstrably good at it speak mainly of their deficiencies. The more successful discussion leaders work at it steadily, experimenting over the course of their careers. This course invites you to join the quest.
We will understand a Socratic discussion to be a text-based discussion (print, film, or artwork) the distinctive contribution of which is to set alongside one interpretation the several interpretations of other participants, thereby challenging one’s own view of the matter with those of others. The aim is a mutual search for a clearer and deeper understanding of the ideas, issues, and values in the text at hand. It is shared inquiry, not debate; there is no opponent save the difficulty all persons face when they try to understand something that is both difficult and important.
Day
#1 – introduction to the principles and history of Socratic discussions
in the classroom; participation in Socratic discussion; team preparation
to lead mini-discussion; lead/participate in mini-discussions. Day #2
– review the principles and procedures of the Socratic discussion; participation
in Socratic discussion; preparation to lead a mini- discussion; lead/participate
in mini- discussions. Day #3 – distinction between discussions,
bull sessions, and debates; preparation to
Apply Socratic discussion to participants’ courses (including text
selection, question writing, and obstacles); development of plan for developing
discussion facilitation skills.
For college teachers of: natural and social sciences, humanities. Prerequisites: be scheduled to teach at least one college course with no more than 30 students during the next academic year. Individuals at all levels of teaching ability and experience are welcome.
Dr. Parker is Professor of Education at the University of Washington in Seattle. He has led classroom discussions for twenty-five years and studied them intently for the past ten. His writing includes Educating the Democratic Mind (1996), The Art of Deliberation (1997), Educating ‘World Citizens’ (1999), and Teaching With and For Discussion (under review).
Technology and Society: The Global Network Era
LEONARD WAKS, Temple University
May
19-21, 2000 in Troy, NY
Apply: RPI
This course examines new developments in information technology and their economic, social, cultural and political implications. The first unit will focus on such technologies as communications satellites, fiber optic systems, and the Internet. The second will explore the impact of these upon the globalization of markets for labor and capital, the changing sectoral division of labor, the post-industrial urban system, income polarization in post-industrial societies, the decline of the nation state and the rise of transnational regulatory agencies such as the WTO, and the post-modernization of culture. The third unit will focus on the impact of these societal changes on the curriculum, instructional delivery technologies, and administrative structures of higher education. Topics will include distance learning and virtual universities.
This is an interdisciplinary, active-learning course. It will draw extensively upon the experience and expertise of the participants.
This course will be particularly valuable for college teachers in either engineering / engineering technology or the social sciences who seek to clarify the relations between contemporary changes in the global technological system and changes in society. It will also be useful for all college teachers in understanding the rapid changes in higher education that affect their own curricular and instructional decisions.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Waks received a Ph.D. in philosophy (University of Wisconsin, 1968) and carried out post-doctoral training in the philosophy of science (University of Pittsburgh, 1975).He has been on the philosophy faculties of Purdue, Stanford and Carnegie-Mellon Universities, and was Professor of Science, Technology and society at the Pennsylvania State University from 1985-1994.He is currently Professor and Chair in the Department of Educational Leadership and Policy Studies at Temple University. Dr. Waks helped create the National Technological Literacy Conference, and was Principal Investigator on a values and science education project sponsored by the National Science Foundation. He is on the board of editors of Research in Philosophy and Technology, Science and Education, and the International Journal of Technology and Design Education.
Aerospace for Everyone: Teaching Aerospace Engineering in a General Education Class
SCOTT EBERHARDT, University of Washington
June
19-22, 2000 in Seattle, WA
Apply: UWA(http://depts.washington.edu/matseed/chautaq/index.htm)UWA
Airplanes, gliders, kites, balloons and rockets fascinate students of all ages. When explored through hands-on learning, they can also be used to teach advanced concepts of math, science and technology essential to the continued competitiveness of the nation’s aerospace and other high-tech industries. At the University of Washington, the Department of Aeronautics and Astronautics has introduced a course that meets the general education science requirement by introducing students to technology that is fun, exciting and rewarding. This course will introduce participants to strategies for including these enjoyable topics in entry physics and general science courses. The UW course introduces students to both air and space vehicles and includes group designs and hands-on projects. Participants of this course will be involved in some of these activities.
The course will introduce participants to the application of the laws of Newton and Kepler to the study of aerospace vehicles. The topics covered will be Newton’s laws applied to the lift on a wing, the physics of jet engines and why they look the way they do, Kepler’s laws and the application to orbital mechanics and the application of Newton’s laws to rocket engines. The emphasis will be on how to use these concepts in either a beginning course in physics or in a general science/technology class.
Half of each day will focus on the technical material. This section will introduce participants to concepts in several disciplines and how the laws of physics apply. The technical material will include hands-on labs that illustrate the particular topics covered. A portion of each day will cover teaching strategies to help the students learn. Finally, two hours of each day will be devoted to small group discussions where participants will work on methods for introducing the concepts into their own courses. Scenarios experienced in the course taught at the University of Washington will be given as examples.
For college teachers of: all science, physics, engineering and technology disciplines. Prerequisites: none
Dr. Eberhardt is Associate Professor of Aeronautics and Astronautics at the University of Washington with a specialty in applied aerodynamics. Recently, he has been focusing attention on outreach and bringing complex technical material to a broad audience.
Enhancing Student Success through a Model “Introduction to Engineering Technology” Course
STEPHEN R. CHESHIER, Southern Polytechnic State University; RAYMOND B. LANDIS, California State University, Los Angeles; BARBARA N. ANDERSON, Southern Polytechnic State University
April 26-28, 2000 in Dayton, OH
Apply: DAY
Engineering technology enrollments have been in decline, especially in the electrical and mechanical disciplines, for over a decade. Furthermore, retention rates are poor in many engineering technology programs, often with less than half of those matriculating as freshmen persisting to graduation. The causes of these problems are undoubtedly many, but several can be successfully addressed through a well-designed orientation and success course for beginning engineering technology students.
This short course will address the need for such a course anyhow to deliver an Introduction to Engineering Technology course designed to enhance student success by addressing five primary themes: community building; professional development; academic development; personal development; and orientation to the institution and the engineering technology program. Participants will learn both the content and pedagogy for accomplishing important objectives under each of these five themes. They will also learn how to be effective advocates for the introduction of this type of course in their engineering technology curriculum.
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 technology faculty and student services staff who are working to enhance engineering technology student success through summer orientations, Introduction to Engineering Technology courses, integration of success strategies into required technical courses, or formal and informal advising and mentoring. Prerequisites: none.
Dr. Cheshier is President Emeritus of Southern Polytechnic State University. He is a national leader in engineering technology education. He recently authored a text for first year engineering technology students titled Studying Engineering Technology: A Blueprint for Success. Dr. Landis is Dean of Engineering and Technology at California State University, Los Angeles. He is a nationally recognized expert on engineering student success and has conducted Chautauqua short courses on this subject for the past ten years. Barbara Anderson is Director of Institutional Research, Planning, and Assessment at Southern Polytechnic State University. She served for many years as Director of Student Advising and Success Programs and is a past national president of the Student Personnel Association
Enhancing Student Success Through a Model “Introduction to Engineering” Course
RAYMOND B. LANDIS, California State University, Los Angeles, EDWARD PRATHER, University of Cincinnati
March 23-25, 2000 in Los Angeles, CA
Apply: CAL
“Sink or Swim”. For decades that policy has determined the success or failure of America’s freshmen engineering students. The general paradigm has-been to put up a difficult challenge and weed out those that doesn’t measure up. Fortunately, engineering education the United States is undergoing a revolution. We are in the process of a shift from “sink or swim” paradigm to one of “student development”. Engineering colleges all across the nation are revising their freshmen year curricula with the primary goal of enhancing student success.
This 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 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 the five themes.
The format of the course will be strongly interactive. Emphasis will be placed on group problem solving and on experimental learning.
For college teachers of: engineering faculty, minority engineering program staff, and engineering student services staff who are working on enhancing 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 freshmen engineering students titled Studying Engineering: A Road Map to A Rewarding Careered. Prather is Assistant Dean of Engineering and Director of the Emerging Engineers Program at the University of Cincinnati. He teaches an innovative course for engineering freshman titled Achievement, Motivation, and Success Behavior
Trends in Engineering Education with a Focus on the Lower Division
THOMAS M. REGAN and JAMES W. DALLY, University of Maryland, College Park
May 21-23, 2000 in Memphis, TN
Apply: CBU
As part of the National Science Foundations ECSEL Coalition, a team of faculty members at the University of Maryland has developed a new approach for the first course in engineering to introduce student teams to the product realization process.
This one semester, 3-credit course combines engineering design, the design and documentation process, student teamwork, communication skills, ethics and diversity. We begin by establishing student teams to design, document, manufacture, assemble and evaluate a product. The project, which is challenging and significant in scope, requires the entire semester and involvement of all of the team members. Full time faculty members from each of the nine engineering departments teach the course in sections of 36 students. Faculty involved in teaching a project driven course where they serve as coach, moderator, consultant, counselor, etc., has often changed their approach to teaching in other more advanced classes.
During the past 10 years over 6000 students have been introduced to engineering design in their first engineering experience at Maryland. Student evaluations and external reviews by professional evaluators have been excellent.
We will conduct this Chautauqua short course as a workshop and anticipate participation from all of those in attendance. We will share the successes and identify some of the pitfalls encountered in offering engineering design to first-year, first-semester students. We will also discuss new trends in other lower division courses. Some of the topics are listed below:
1.Defining engineering design ---for first semester students.
2.Collaborative learning methods.
3.Product based learning methods.
4.Active learning methods.
5.Course content.
6.Student teams ---selection of members and handling problems.
7.Senior undergraduates in the classroom and studio.
8.The next course --- Statics
9.ABET 2000 --- course outcomes and testing for course outcomes
10.Assessment methods for course outcomes.
A complete textbook for a sample design project titled Introduction to Engineering Design, Book 4 Human Powered Pumping Systems, will be distributed to all participants. The book will be used to provide a framework to describe the content included as a parallel component to the design project. The six-part book provides material describing the design project, graphics, software applications (Excel, Power Point), design processes, teamwork, communication and engineering and society including ethics and sustainability. A booklet briefly describing many different projects piloted by one or more of the seven ECSEL colleges will also be distributed.
Throughout the short course (workshop) interactive team exercises will be demonstrated along with cooperative learning techniques. Syllabus preparation and a discussion of computer and shop facilities that enhance an introduction to engineering design course for first year, first semester students will be described.
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 Chester F. Carlson Award for Innovation in Engineering Education. Dr. Dally is a Glenn L. Martin Institute Professor of Engineering and a member of the National Academy of Engineering. Together they have developed the Introduction to Engineering Design course at the University of Maryland that has been taught to about 6000 students over the past eight 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 Award sponsored by the Boeing Company
Increasing the Retention of Under-Represented Groups—And the Learning of All Groups—In Science, Mathematics, Engineering and Technology Courses
CRAIG E. NELSON, Indiana University
March 30 - April 1, 2000 in Orlando, FL
Apply: DAY
Note:This course is cosponsored by and offered at Valencia Community College in Orlando. Applications should be sent to the DAY Field Center.
This course will make your semester. If you are one of the minuscule minority of science, mathematics, engineering and technology (SMET) professors whose classrooms are really free of discrimination, you will go away feeling deeply affirmed (and will have been a resource of immense help to the rest of us). If not, you will go away with clearer ideas as to how bias is unintentionally built into (virtually) every SMET professor’s classroom practices and content (yes, even into the content). More importantly, you will have some strategies to make your classes fairer without sacrificing learning. Indeed, several of the procedures radically increase learning.
Specifically, we will explore, first, opportunity and bias in the classroom practices we adopt. Key questions and examples will include: How has calculus been taught so as to eliminate Fs without sacrificing content? How have D and F rates for African-Americans been reduced from 60% to 4% in some SMET courses, again without sacrificing content? What changes in pedagogy are most important in radically increasing learning? How can the development of more sophisticated modes of thinking be used to make our address to diversity more effective? And: How do assessment and grading practices often unfairly bias SMET courses? As time allows, we will experiment with some additional questions and examples that may help us learn to see both opportunity and bias in aspects of content such as word-choice, metaphors, questions asked and not asked, and definitions of the appropriate scope. Brief development of these ideas and examples will help the participants to: provide additional examples, discuss the applicability of each major aspect to their own teaching and, then, design and discuss ways to implement the more pertinent ones in their own courses.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Nelson is a Professor of Biology at Indiana University, where he has been since 1966.He has received several major teaching awards there as well as nationally competitive awards from Vanderbilt and Northwestern universities. He has been a Sigma Xi National Lecturer, an honor that emphasized his scholarship on college pedagogy, and has directed Chautauqua Short Courses on fostering critical thinking in science for many years. He has been invited to present workshops on dealing with diversity at major meetings on college teaching both in the US and in the United Kingdom. His 1996 article from the American Behavioral Scientist (“Student Diversity Requires Different Approaches To College Teaching, Even In Math And Science”) will be distributed in the course
Retaining Minority Students in the Engineering, Mathematical and Natural Sciences Educational Pipeline: Pre-College Through Graduate Degrees
MELVIN R. WEBB, Clark Atlanta University
May 7-9, 2000 in Atlanta, GA
Apply: CBU
Note:This course will be offered at the Clark Atlanta University Chautauqua Satellite in Atlanta, GA. Applications and information on reduced hotel rates may be arranged before a designated cut off date through CBU.
The course will present a model that has a documented track record in addressing the under-representation of minorities and females in the engineering, mathematical, and natural sciences. The course will highlight proven strategies for identifying, recruiting, and retaining minority and female students in the engineering, mathematical and natural sciences educational pipeline from pre-college through graduate degree programs. Focusing on programs developed and operated at Clark Atlanta University since the 1970’s, the course will provide opportunities to explore the curriculum and instructional strategies of the Saturday Science Academy, an enrichment program for students in grades 3-8; the Junior High School Summer Science Program; and the Summer Science, Engineering and Mathematics Institute for high school students. The course will also feature our highly successful Pre-Freshman Summer Bridge Program for the Mathematical and Natural Sciences.
Using a highly interactive format, participants will be exposed to techniques used 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
Women and Minorities in the Sciences: A History of the Past and Strategies for the Future
NINA ROSCHER, American University and CATHERINE DIDION, Association for Women in Science
May 18-20, 2000 at AAAS in Wash., D.C.
Apply: SUSB
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 and 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 in science educators on encouraging underrepresented populations to participate in the sciences. 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: - Journey of Women in Science and Engineering: No Universal Constants, 1997.A Hand Up: Women Mentoring Women in Science, 1995, Love, Power, and Knowledge: Towards a Feminist Transformation of Sciences, 1986.Women Scientists from Antiquity to the Present: An Index, 1986.Minorities ’93:Trying to Change the Face of Science, 1993.Sage: A Scholarly Journal on Black Women, 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. 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 on issues important to women in science and writes the 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 for AWIS to the U.N., she headed the delegation to the Fourth World Conference on Women in Beijing, and she co-chaired the first science and technology caucus at a U.N. women’s conference
Mathematics for Business: New Materials and New Tools
RICHARD B. THOMPSON and DEBORAH HUGHES HALLETT, University of Arizona
May
5-7, 2000 in Tucson, Arizona
Apply: UAZCampus
Map:http://parking.arizona.edu/maps/campus/
Decision-makers have always relied on a mixture of qualitative and quantitative information to make informed decisions. This course will describe the changes that are taking place in the quantitative tools which are being used. We will consider the implications of these changes for the education of students going into business or management. Two technological tools spreadsheets and the Internet, have already altered the way in which decision-makers use quantitative information. Spreadsheets make the manipulation of large quantities of data possible without extensive specialized training. The Internet makes data easily accessible in a way that it never was before.
In this short course, we will examine materials for new courses developed jointly by faculty in mathematics and business at the University of Arizona. These materials are based on realistic business problems that are solved with standard mathematical and computer tools. Participants will have the opportunity to create PowerPoint mathematical presentations and to become familiar with the use of spreadsheets for simulation.
For college teachers of: mathematics and business.Prerequisites: familiarity with basic probability and a rudimentary knowledge of spreadsheets (including entering data and formulas). For more information on the material which will be used in the course, visit http://www.math.arizona.edu/busmath.
Dr. Thompson is a Professor of Mathematics at the University of Arizona, who has been introducing computer technology into mathematics courses at all levels for the past twelve years. Deborah Hughes Hallett is Professor of Mathematics at the University of Arizona and is active in undergraduate mathematics level at the national and international level.
Making Calculus Meaningful to Students in Life Sciences, Business and Economics
PATTI FRAZER LOCK, St. Lawrence University
June
12-14, 2000 in Memphis, TN
Apply: CBU
The ideas presented in this course will be helpful in either a calculus or an applied calculus course. The course will provide participants with practical, easy-to-use ways to give the concepts of calculus meaning for the students. Applications will be drawn from the life sciences, environmental sciences, economics, and business. We will begin with a discussion of how to make the basic topics (functions, lines, exponential functions, . . .) more meaningful and understandable to the students and we will progress through the topics in a one-year calculus course. The emphasis will be on presenting interesting applications and on encouraging student interpretation and explanation. Your students should never again have to ask, “ But what is this good for anyway?”
Participants will have the opportunity to work through homework problems during the course and to participate in classroom simulations. The short course will also include discussion of pedagogical issues (group work, projects, student writing), effective use of technology in the classroom and current educational issues.
For college teachers of: mathematics. Prerequisites: none.
Dr. Lock is Professor of Mathematics at St. Lawrence University in Canton, NY and is a member of the Calculus Consortium based at Harvard University. She is co-author of the CCH Calculus text and co-Project Director (with Deborah Hughes Hallett) of the CCH Applied Calculus and Brief Calculus texts. She has led many workshops on the teaching of calculus. Meeting and working with the participants in these workshops is one of her favorite activities.
Calculus and Precalculus: An Integrative Approach
ROBIN GOTTLIEB, Harvard University and ERIC BRUSSEL, Emory University
June
12-14, 2000 in Cambridge, MA
Apply: HAR
Many students enter college with some exposure to precalculus but little working knowledge. Some of these same students have an exposure to a bit of calculus, but again, little working knowledge. They have ‘forgotten’, often meaning they ‘learned’ through memorization. For many students in a college precalculus course, much of the material has a familiar ring to it. They have studied lines and solved quadratic equations in high school, and yet they are not entirely the masters of this material. We typically put students fitting this profile into a precalculus course for a term and in the following term require them to learn the calculus that many of their counterparts learned over the course of an entire year in high school. The success rates are often discouraging.
This workshop focuses on the construction of a revitalized sequence: a year-long, integrated precalculus/calculus course. Goals include giving students an entire year to digest the concepts of calculus while at the same time solidifying their foundational skills promoting reflective thinking - encouraging thinking about underlying concepts and connections promoting communication skills - written, oral, and listening restructuring students’ view of learning and doing mathematics.
This is not the “just-in-time” model for integrating precalculus and calculus. By integrating the material we will approach some standard topics of precalculus from a completely different viewpoint - a viewpoint that reinforces basic notions of calculus and enlivens instead of rehashes old material. Workshop participants will be asked to rethink some standard notions and will take home some new strategies, structures and problems to experiment with in their classrooms.
For college teachers of: mathematics. Prerequisites: none.
Robin Gottlieb teaches in the Mathematics Department of Harvard University. Her focus is on the teaching of entry-level courses. One of her projects has been developing an integrated precalculus and calculus course. Eric Brussell is a professor of mathematics at Emory University. His research interests include a branch of noncommulative number theory involving division algebras over arithmetically interesting fields.
The Impact of Computer Algebra Systems and the Teaching and Learning of Mathematics: A Working Seminar
WILLIAM G. MCCALLUM and DEBORAH HUGHES HALLETT, University of Arizona
April
28-30, 2000 in Tucson, AZ
Apply: UAZCampus Map:http://parking.arizona.edu/maps/campus/
Computers and calculators that can perform algebraic calculations are becoming more and more readily available. Are we prepared to provide our students with problems that will stimulate thought and intelligent use of these tools? Have we considered the question of how the existence of computer algebra systems changes what we teach? For example, intelligent use of computer algebra systems requires a greater ability to recognize algebraic structures than we have taught in the past. On the other hand, the very existence of this technology may lead our students to question the value of symbolic skills. In the near future, to teach effectively, we will need to be able to justify the skills we continue to teach with exercises that still make sense against a background of technology.
This short course is designed to explore these questions. Participants will discuss these issues, and consider the impact of computer algebra systems on the courses taught in their own department. Each participant will formulate a strategy to guide the way in which computer algebra systems are included in their own teaching. To inform their thinking, participants will have the opportunity to work with TI-89 calculators on exercises designed to make students think about symbolic manipulations. They will also have the chance to design their own exercises and a course segment for use on their own campus.
For college teachers of: mathematics. Prerequisites: none.
Dr. McCallum is Professor of Mathematics and Associate Head for Undergraduate Programs and Deborah Hughes Hallett is Professor of Mathematics at the University of Arizona. Both have been active in undergraduate mathematics education at the national and international level. Their work includes texts on Calculus and Precalculus and membership on committees of the Mathematical Association of America and the National Research Council. They have given numerous workshops for college and secondary school faculty.
Geometry and Visualization
PATRICK J. CALLAHAN, The Univ. of Texas at Austin
June
5-7, 2000 in Austin, TX
Apply: TXA
Geometric visualization is a powerful tool which cuts across many disciplines: medical professionals mentally recreate three-dimensional images from two-dimensional images from two-dimensional slices, architects and engineers use CAD programs to help them understand spatial structures from two-dimensional blueprints, researchers in all fields use computers to visually display multi-dimensional sets of data. New research is looking into the role which visualization plays in understanding and using calculus, linear algebra, statistics and more general problem solving.
Participants in this course will engage in and discuss a variety of activities related to geometric visualization. Materials to build three-dimensional models and software for visualization will be provided. Specific topics include: geometries - the plane, sphere, and beyond; symmetries in dimensions two and three; building polyhedral models; dynamic geometry - mechanical linkages and curve drawing; visualizing transformations - linear algebra and more; challenges: visualizing four-dimensional geometry.
For college teachers of: mathematics, science, art and architecture. Prerequisites: none.
Dr. Callahan is currently in the Department of Mathematics, the College of Natural Science and the Science and Mathematics Education Program, which is within the College of Education. He was an R.H. Bing Fellow in Mathematics where his research was in the fields of Geometry and Topology of 3-dimensional manifolds and Knot Theory. He is currently working with the UTeach program, a new program to prepare secondary science and mathematics teachers. He has designed and is currently implementing a new course on geometry and visualization for science and mathematics teachers.
Statistics: An Indispensable Tool for Decision-Making in a World of Data
RICHARD L. SCHEAFFER, University of Florida, Gainesville
May
25-27, 2000 in Memphis TN
Apply: CBU
We live in a world of data. From the food we eat to the TV we watch, the quality and quantity of what is available is determined by surveys or experiments. Surveys determine the unemployment rate and the consumer price index, which drive many economic programs of our country. Experiments help engineers develop manufactured products of higher quality and medical scientists improve treatments for disease. Those not directly involved in conducting research must still understand something of how data is collected and analyzed if they are to make intelligent decisions on such questions as nutritional value of food, fuel efficiency in cars, or which medicine to take for an illness. Quantitative reasoning skills are essential if one is to be an informed citizen or productive worker. Almost all disciplines see a need for quantitative reasoning, and statistics enrollments in colleges and universities are the most rapidly increasing among the mathematical sciences.
How then can we make the seemingly dull subject of statistics interesting to modern students, who have grown accustomed to rapid-fire TV commercials and video games? One way is to get the students actively involved in their own learning through hands-on activities that engage their attention and interest. This workshop is built around a set of activities designed to involve the student in learning fundamental concepts of statistics through experience, rather than through listening to lectures. Concepts covered include the basics of univariate and bivariate data exploration, designing sample surveys and experiments, sampling distributions for summary statistics, confidence intervals and tests of significance, in short, those concepts found in most introductory statistics courses. Many of the activities come from the NSF-Funded Activity Based Statistics project. There will be time for participants to share their own favorite activities with the group. Computers will be used on occasion for the analysis of data, but the workshop is not intended to provide an in-depth look at statistical software.
For college teachers of: mathematics and statistics. Prerequisites: some knowledge of elementary statistics and use of computers, interest in teaching statistics.
Dr. Scheaffer is a Professor of Statistics and was Chairman of the Department for 12 years at the University of Florida. His 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 was the Chief Faculty Consultant for the Advanced Placement Statistics Program from 1994 through 1999.Dr. Scheaffer is a Fellow of the American Statistical Association, from whom he has received a Founders Award.
Computer-Intensive Simulation: Bootstrapping and Approximate Randomization in the Elementary Statistics Course
PAUL ALPER and ROBERT L. RAYMOND, University of St. Thomas
June
12-14, 2000 in St. Paul, MN
Apply: PITT
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 its other functions, such as presentation graphics. Each participant will receive 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.
The Mathematics of Cryptology
ROBERT EDWARD LEWAND, Goucher College
July
9-11, 2000 in Baltimore, MD
Apply: CBU
Note:This course will be held at Goucher College and will include a visit and lectures at the NSA and tour of the National Cryptologic Museum at Fort Meade, Maryland.
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.
Cryptology provides both a fascinating venue to its underlying mathematical subjects (including number theory, matrix algebra, probability, and statistics) as well as an opportunity to implement the theory by means of computer programs. This course will demonstrate how cryptology can be incorporated into a mathematics or computer science course at either an elementary or advanced level, thereby providing additional motivation for learning these topics.
Specifically, we will consider such issues as monoalphabetic and polyalphabetic substitution ciphers, public key cryptography, security, authentication, and anonymity.
The participants will visit the National Cryptologic Museum at Fort Meade, Maryland to observe some of the most rare and interesting artifacts and books dealing with cryptology and dating from the 16th century to the present time (including a working version of the German ENIGMA Machine).
For college teachers of: mathematics and computer science. Prerequisites: A familiarity with modular arithmetic and elementary properties of prime numbers. A basic knowledge of a programming language would be helpful but not required.
Dr. 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. In 1998 he chaired a special session on the topic of “Mathematics and Sports” at the annual joint meeting of the Mathematical Association of America and the American Mathematical Society.
Computational Complexity Theory
HERB CLEMENS, University of Utah and DANIEL L. GOROFF, Harvard University
July
16-23, 2000 in Princeton, NJ
Apply: See Note
Note:Cosponsored by the Institute for Advanced Study/Park City Mathematics Institute (PCMI). Application forms are available at the PCMI web site <http://www.ias.edu/parkcity> or by contacting the PCMI office: pcmi@math.ias.edu ; (800) 726-4427 or (609) 734-8025.Preference will be given to applications received by March 3, 2000.Those unable to meet that deadline should contact the PCMI office directly.
The Institute for Advanced Study/Park City Mathematics Institute (PCMI) is a unique program which integrates mathematical research and education by fostering dynamic interaction around a specific topic among outstanding investigators, teaching faculty, graduate students, undergraduates, educational researchers, and high school teachers.
The topic for 2000 is Computational Complexity Theory, the study of how much of a given resource (such as time, space, parallelism, randomness, algebraic operations, communication, quantum steps, or proof length) is required to perform the computations that interest us the most. Four decades of fruitful research have produced a rich and subtle theory of the relationship between different resource measures and problems. The subject of computation brings up many critically important questions both for researchers and educators.
Each weekday, the Institute will run activities that include: classes with few prerequisites running in parallel at the high school teacher, undergraduate, and graduate student levels; research seminars for specialists; colloquia accessible to all; discussion groups about policy and other issues of interest to mathematicians; joint luncheons; demonstrations in the computer laboratory; etc.
Chautauqua participants will make up the Institute’s Undergraduate Faculty Program (UFP). What this means is that, in addition to attending any of the other courses and activities as appropriate, they will also participate in a daily seminar specifically about undergraduate teaching and learning issues. The UFP seminar will run during the first of the three weeks that the rest of the Institute is in session this summer. Like the Education Research Program members at PCMI, Chautauqua participants will be supported for only this first week. The reasons these two programs will be shorter this summer include funding shortages and scheduling conflicts with the International Congress on Mathematics Education.
College faculty with a strong interest in undergraduate education are encouraged to apply to PCMI’s Undergraduate Faculty Program. Anyone interested in computational complexity theory will be able to learn more about it no matter how familiar or unfamiliar this topic is to begin with. Preference will be given to faculty who can present plans for developing and sharing ideas related to computing that can enhance undergraduate education back at their home institutions and beyond. Prospective UFP participants may wish to access the PCMI web site at http://www.ias.edu/parkcity for the latest information.
For college teachers of: mathematics or computer science who have strong interest in undergraduate mathematics education and wish to increase both their content knowledge and teaching skills. Prerequisites: five years of undergraduate mathematics teaching experience.
Herb Clemens, Professor of Mathematics at the University of Utah, chairs the Steering Committee that organizes PCMI. Daniel Goroff is the member of that Committee who oversees the Undergraduate Faculty Program and runs it with the help of other PCMI staff. Dr. Goroff is Professor of the Practice of Mathematics at Harvard University and Associate Director of the Derek Bok Center for Teaching and Learning.
The Coming of Age of Mathematics in America
DAVID E. ZITARELLI, Temple University
June
12-14, 2000 in Philadelphia, PA
Apply: TUCC
This course will cover the development of mathematics in the United States, with an emphasis on the emergence of the research community, 1876-1900.There will also be a discussion of major contributions made before 1876, and an outline of the main features of the 20th century.
Suggested text: Karen Parshall and David Rowe, The Emergence of the American Mathematical Research Community: 1876-1900, Washington, DC: American Mathematical Society, 1994.
For college teachers of: mathematics, history and scientists interested in the history of mathematics. Prerequisites: none.
Professor Zitarelli has been at Temple University since 1970.He works in the history of mathematics and algebraic semigroups. He is currently investigating the axiomatic approach to group theory that occurred in the United States in the early 1900’s.He was the abstracts editor of Historia Mathematica from 1988 to 1999.He organized (with Karen Parshall) an AMS special session on the history of mathematics in America, and he spoke on this subject at the summer 1999 joint meeting of the Canadian Society for the History and Philosophy of Mathematics and the British Society for the History of Mathematics.
Superconductivity: Quantum Mechanics in Action
LAZLO MIHALY, State University of New York at Stony Brook
April
27-29, 2000 in Stony Brook, L.I., NY
Apply: SUSB
This course will cover basic concepts of condensed matter physics in a form appropriate for college level discussions. How do these concepts lead to the understanding of superconductivity? We will discuss macroscopic quantum effects, including the Meissner effect, Josephson tunneling and dissipative quantum tunneling and the relationship of these ideas to quantum puzzles such as Schrodinger’s cat paradox.
On a more practical level, we will review superconducting materials, including traditional superconductors, high Tc compounds, fullerenes, and various applications of superconductors. We will visit laboratories in Stony Brook that conduct research on devices and computer components using magnets in medical and chemical NMR applications. We will also visit the National Synchrotron Light Source and the Relativistic Heavy Ion Collider at Brookhaven National Laboratory.
Finally, a session will be set aside for discussions between the participants and Stony Brookand Brookhaven National Laboratory researchers about the possible ways of bringing these ideas to the undergraduate classroom.
For college teachers of: physics, chemistry, and physical science. Prerequisites: none.
Dr. Mihaly is a Professor in the Department of Physics at the State University of New York at Stony Brook where he has taught since 1989.He received his Ph.D. from the Eotvos University in Budapest and specializes in the experimental study of condensed matter. He conducts experimental research on novel materials such as high temperature superconductors, fullerenes and colossal magneto resistance compounds. He is also principal lecturer in a large first year physics course.
Widely Applied Physics
JOHN M. DOYLE, Harvard University
July
14-15, 2000 in Cambridge, MA
Apply: HAR
Widely Applied Physics applies elementary physics to real things and practical situations. Emphasis is on developing physical intuition and the ability to do order-of-magnitude calculations. This course will give instructors the opportunity to learn how to connect with students by using physics in an “informal” way, getting quantitative answers without worrying about factors of 2, pi, etc. Such an approach breaks down the barriers between understanding physics and students’ understanding of the world around them. Examples used include flight, communications, nuclear reactors and materials.
For college teachers of: physics and physical science. Prerequisites: none.
Dr. Doyle is the John L. Loeb Associate Professor of the Natural Sciences in the Department of Physics at Harvard University. His research centers on trapping neutral particles to perform low energy fundamental physics experiments for studies of quantum gases, spectroscopy and searches for time-reversal violatior, and is currently working to realize new techniques to trap ultra-cold neurons, molecules, and atoms below 1 Kelvin.
Teach Physics by Replicating the Process of Science
ALAN VAN HEUVELEN, Ohio State University and EUGENIA ETKINA, Rutgers University
May
11-13, 2000 in Pittsburgh, PA
Apply: PITT
How do scientists construct new knowledge about how the world works? The process involves observations, qualitative explanations involving simplified models, more observations to develop quantitative models (laws) involving physical quantities and relations between them, and finally devising experiments to test and if needed revise the laws. As the science community gains confidence, these models and laws are applied for useful purposes to real world applications. This workshop will introduce an active-learning approach that replicates this process of science. The approach has been used in physics courses with honors engineering students, physics graduate students, high school physics students, and elementary education majors. The approach helps students develop a coherent understanding of the physical world. Students learn better to apply this understanding to solve practical problems. Workshop participants will learn how to integrate this approach into an introductory physics course without additional resources or major changes. Some curriculum materials will be provided and the participants will generate other materials.
For college teachers of: physics and astronomy.Prerequisites: none.
Dr. Van Heuvelen is a Professor of Physics at The Ohio State University. During the last 20 years, he has been developing active-learning strategies to help students improve their abilities to reason qualitatively and quantitatively about real physical process. His projects in curriculum development and physics education research have been funded by FIPSE and by the NSF. He is the author of Active Physics (a comprehensive interactive multimedia product), of a set of Active Learning Problem Sheets(the ALPS Kits), and of Physics: A General Introduction. Dr. Etkina is an Assistant Professor of Science Education at Rutgers, The State University of New Jersey. During the last 17 years, she has been developing and testing the epistemological approach to teaching introductory physics that replicated scientific process. The method was tested in high school physics courses, introductory college physics courses and science teaching methods courses. She is co-directing an X-ray research program for high school physics teachers and students, “Astrophysics Summer Institute”, funded by the Educational Foundation of America.
The Studio Approach to Student-Centered Science, Mathematics and Engineering Instruction
KAREN CUMMINGS, Rensselaer Polytechnic Institute
June
23-24, 2000 in Troy, NY
Apply: RPI
This interactive session will focus on exposing participants to some of the pedagogical approaches that have been shown to be most effective in the “studio” physics classrooms at Rensselaer Polytechnic Institute. The defining characteristics of the studio approach to interactive instruction are an integrated lecture/laboratory format, a reduced amount of time allotted to lecture, class sizes ranging from 30-75 students, extensive use of technology in the classroom, collaborative group work and a high level of faculty- student interaction.
The material presented in this session will be framed within the presenter’s own area of expertise (physics). Specifically, the emphasis will be on the topics of electricity and magnetism, waves and oscillations and modern physics. However, the general applicability of these methods will be stressed. The pedagogical approaches to be presented have been chosen because they make effective use of technology in the classroom, require only limited resources for successful implementation and produce robust increases in student understanding of the material. Specific issues which will be addressed include:
•Use of WWW for improved instruction
•Effective use of computers in science classrooms
•Procedures fro grouping students to maximize the effectiveness of collaborative classroom
•Cost related issues in the start-up and continuance of interactive courses
•Proven techniques for effective collaborative learning
•Assessment of student learning as a guide to curriculum development
Participants will have a chance to develop basic skills in one or more of the following areas, based on their needs and interests:
•Preparing PowerPoint lecture presentations
•Data acquisition via computers
•Using HTML editors and composers to develop simple web pages
•Web-based homework submission and grading systems
•Use of the web to facilitate student learning
•Using Java-based simulations in science and engineering courses
For college teachers of: all disciplines. Prerequisites: none.
Dr. Cummings is a Clinical Assistant Professor of Physics at Rensselaer Polytechnic Institute and Hamilton Faculty Fellow for Innovation in Undergraduate Education. In this position, she works to successfully adapt effective pedagogical approaches and curricular material to the studio classroom. She had done extensive assessment of student learning in the Studio Physics courses at Rensselaer and is actively involved in the teaching and development of these courses. She is an experimental condensed matter physicist whose interests include ion beam analysis of materials applied to glass science related issues and electronic materials.
Promoting
Active Learning in Introductory Physics
Course: I and II
PRISCILLA W. LAWS, Dickinson College, DAVID R. SOKOLOFF, University of Oregon and RONALD K. THORNTON, Tufts University
March
16-18, 2000 (I) in Mayagüez, PR
Apply: TUCC, UPR
June
5-7, 2000 (II) in Carlisle, PA
Apply: TUCC
Note:Course I is not prerequisite to Course II. These NSF-sponsored Chautauqua courses are 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 student involvement in the learning process through activity-based physics strategies using computers and the research-based Workshop Physics, Tools for Scientific Thinking and RealTime Physics curricula.(Copies of these curricula will be distributed to participants.)The microcomputer-based tools used are available for Macintosh, Windows and MS-DOS computers.
Widespread physics education research has shown that a majority of students have difficulty learning essential physical concepts in the best of traditional courses. These Chautauqua courses are 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 the learning of physics concepts. Studies have demonstrated substantial and persistent learning 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.
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. Workshop Physics has been published by John Wiley and Sons. Dr. Sokoloff is Professor of Physics at the University of Oregon where he integrates classroom testing on research-based curricula with the assessment of conceptual learning in introductory courses with large enrollments. He is the principal author (along with Ronald Thornton and Priscilla Laws) of Real-Time Physics--computer-supported active learning laboratories for use in traditional university settings.(Published by John Wiley and Sons.)He is also co-developer (along with Ronald Thornton) of microcomputer-based Interactive Lecture Demonstrations which create an active learning environment in lecture classes.(Available from Vernier Software.)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 for microcomputer-based laboratory (MBL) tools for real-time collection and analysis of data, for modeling and for vector visualization, and curricula designed to be used with these. The center conducts research on student learning in physics. The MBL software has won awards from EDUCOM, Computers in Physics, and the Dana Foundation.
Physics Demonstrations Using Simple Apparatus
D. RAE CARPENTER, JR. and RICHARD B. MINNIX, Virginia Military Institute
July
10-12, 2000 in Lexington, VA
Apply:PITT
Note:This course is offered at the Virginia Military Institute in Lexington, VA.Applications should be sent to the PITT Field Center.
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 manual will serve as the text for the course.
Implementing Physics Education Research For Teaching a Conceptual Physics Course
RICHARD OLENICK, University of Dallas, PAUL HEWITT, San Francisco City College and TED VIOLETT, Western State College
June
15-17, 2000 in Gunnison, CO
Apply: TXA
This workshop will focus on ideas and techniques for promoting conceptual understanding in a non-science major course. Participants in the workshop will explore integrating various research projects in physics education into a cohesive conceptually focused course. Projects that will be included are The Mechanical Universe, Cinema Classics, PRISMS,CASTLE, Tools for Scientific Thinking, Conceptual Physics, and C3P, as well as research on students’ alternate conceptions. The workshop will present a learning cycle approach and provide strategies and extensive resources to teach physics with active student participation.
Participants will have hands-on experience with using resources such as CBLs and ULIs as well as Toolbook II, World-in-Motion video analysis software, and the C3P 2000 CD-ROM, which contains over 1,400 resources linked to the curriculum. Participants will also have practical experience with whiteboard techniques, cooperative learning, curriculum development, and developing conceptual student activities.
For college teachers of: conceptual physics courses and algebra-based physics courses. Prerequisites: none.
Dr. Olenick is a Professor of Physics at the University of Dallas and was PI forth NSF-supported projects The Mechanical Universe and C3P.He has been active in the development of curriculum materials and received the Carnegie Foundation’s Texas Professor of the Year award.Dr. Hewitt is Professor of Physics at San Francisco City College and the author of Conceptual Physics. For his life-long achievements in physics education, he received the AAPT Oersted Medal.Dr. Violett is Professor of Physics at Western State College. His interests lie in atomic physics, specifically UV spectroscopy, and astronomy.
Teaching Introductory Astronomy
GARETH WYNN-WILLIAMS, University of Hawaii
May
25-27, 2000 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 will be available to early applicants. Also see following course description.
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
•Using internet resources and simulation software
Participants will tour the Green Bank facility, including the new Green Bank Telescope currently under construction. It will be the world’s largest fully steerable single dish radio telescope. Also, a 40-ft. diameter radio telescope will be provided for the use of those taking the course.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Wynn-Williams is a Professor of Astronomy and Chair of the Astronomy Graduate Program at the University of Hawaii. In his research he uses infrared and radio telescopes to study the formation of new stars in interstellar gas clouds and in the nuclei of distant galaxies.
A Radio View of the Universe and the New Green Bank Telescope
FELIX J. LOCKMAN and STAFF, National Radio Astronomy Observatory
May
22-24, 2000 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 will be available to early applicants. 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.
All of these constituents will 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.
Interferometry in Radio Astronomy, the VLA and the VLBA
MILLER GOSS and STAFF, National Radio Astronomy Observatory
August
2-4, 2000 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.
This course, along with the previous 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 February 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 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.
Radio Astronomy in the Undergraduate Classroom
PREETHI PRATAP and MIT Haystack Observatory Staff
May
24-26, 2000 in Cambridge, MA
Apply: HAR
Radio waves provide a wealth of information on objects in our Universe ranging from the molecular constituents in the material from which stars form to the energetic processes that power galaxies. This course will give an overview of radio emission from the Universe and introduce radio detection and instrumentation techniques. The course will also provide opportunities for practical experiences in radio astronomical observing that can be applied to undergraduate curricula with the purpose of strengthening the link between education and research. Radio astronomy is a powerful multidisciplinary approach to the integrative learning of basic concepts in physics, chemistry and engineering. Radio observations can be made in the daytime with minimal sensitivity to weather conditions, thus providing a practical tool for application to research experiences for undergraduates as part of their courses.
With the support of the National Science Foundation, Haystack Observatory has developed a program to bring radio astronomy research to undergraduate students. Materials for faculty interested in exploring and teaching radio astronomy as part of their courses, including laboratory observational experiences, have been prepared. A low-cost small radio telescope kit consisting of a 2-m antenna, that provides hands-on introduction to radio observing techniques and the fundamentals of radio astronomy, is available and can be constructed for use by faculty and students at their colleges. For more sensitive and sophisticated observations, remote access to the 37-m diameter radio telescope at Haystack is provided for classroom demonstrations, laboratory exercises as part of courses, or for advanced student projects.
In addition to the overview introduction to radio astronomy, the course will include an observing session with the small radio telescope and information on its construction. Following a visit to the MIT Haystack Observatory in Westford, MA, a remote observing session with the 37-m telescope will be conducted. Approaches to the integration of radio astronomy experiences in the undergraduate science curriculum will be discussed.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Pratap is the Education Officer of the MIT Haystack Observatory and coordinates the undergraduate education program. Her research interests are in star formation studies and interstellar matter, with concentration on the physics and chemistry of dark clouds and maser emission. The staff of the Observatory include astronomers and system engineers with special expertise in radio astronomical observing and interferometry techniques and instrumentation.
The Cosmological Content
JOANNE COHN, Harvard-Smithsonian Center for Astrophysics
May
24-26, 2000 in Cambridge, MA
Apply: HAR
In cosmology, as in other fields, much of what is most exciting to working scientists is not yet available in the literature or anywhere else, except in unanalyzed data. This course will discuss some ways of introducing cosmology students to open questions in cosmology using recent indications for a cosmological constant (Science’s “Discovery of the Year” for 1998) as a focus.
Resources in the literature, on video and on the web for teaching physical cosmology will be highlighted. The framework provided by this mapping of our current understanding will also be of use in explaining the significance of new results as they appear.
For context, we will begin with a sketch of the different eras in the history of the universe, outlining the major processes and observable consequences.
We will then cover theoretical ideas about the size, presence, and physical interpretation of a cosmological constant, and properties of inflation, which is believed to have been caused by an effective cosmological constant in the past.
With some idea of what the cosmological constant is, the next step will be to see how changing this parameter (and some others) changes the dynamics of the expanding universe and of processes taking place within, such as structure formation. A nonzero cosmological constant influences many cosmological phenomena, such as the cosmic microwave background, gravitational lenses, supernova redshifts, galaxy clusters, etc. We will go through the physical processes relevant for each of these phenomena, and discuss current and upcoming measurements, with attention not only to resulting constraints on the cosmological constant but also more generally consequences for other areas in physical cosmology. We will close with some discussion of what the future of the universe will be if there is indeed a cosmological constant.
The emphasis will be on open questions and issues, especially those where new relevant data is expected soon.
For college teachers of: all disciplines. Prerequisites: none.
Dr. Cohn is a physical cosmologist at the Harvard-Smithsonian Center for Astrophysics. She received her PhD. in superstring theory from the University of Chicago, and has held positions at the Institute for Advanced Study, Princeton, Fermilab and the University of California, Berkeley. Recently she has worked in inflationary field theory and currently is using strong gravitational lensing and numerical simulations to study structure formation. She has authored an invited review on the cosmological constant which appeared in Astrophysics and Space Science in Jan. 1999, and also can be found at http://xxx.lanl.gov/abs/astro-ph/9807128.
The Sharper Image: Adaptive Optics in Vision Science and Astronomy
MICHAEL BROWN, Calif. Instit. of Technology; ANDREA GHEZ, UCLA, EDWARD KIBBLEWHITE, RICHARD KRON, and RANDALL LANDSBERG, Univ. of Chicago; and AUSTIN ROORDA, Univ. of Houston
June
20–23, 2000 in Williams Bay, WI
Apply: PITT
Note:The course will be held in the evenings at the Yerkes Observatory, Williams Bay, Wisconsin (see http://astro.uchicago.edu/yerkes/)
Optical astronomy and imaging are currently experiencing a Renaissance. Adaptive Optics (AO) is a major part of this revival as it holds the promise of making ground based telescopes more powerful than the Hubble Space Telescope, making it possible to image individual rods and cones in a living human eye, and perhaps even making it possible to see better (see http://www.ucolick.org/~cfao/). Adaptive Optics is a method for removing blurring distortions from optical systems, such as the turbulence in the Earth’s atmosphere. AO combines many technologies including image analysis, optics, computers, lasers and micro-mechanics. AO systems are currently planned for most of the world’s major telescopes, including the W.M. Keck 10-meter Telescope which already has a working AO system installed.
This course will provide participants with a solid background in the theory and practice of adaptive optics technology and its applications in the fields of astrophysics and vision science. Important domains are opened up with high-angular-resolution imaging, including for example the study of stellar motions close to the center of the Milky Way, from which astronomers deduce the existence of a central supermassive black hole. Associated labs will provide opportunities to experiment with AO systems (hardware and software) and Image Processing. Exercises will include determining the diffraction limit of your eye, sessions on how to build simple AO systems for small telescopes, and astronomical observations.
The course will be held at the historic Yerkes Observatory in southeast Wisconsin, home of the world’s largest refracting telescope. Yerkes Observatory is about 90 miles northwest of Chicago, 75 miles from O’Hare Airport, and about 50 miles from Mitchell Airport in Milwaukee (see http://astro.uchicago.edu/yerkes/).Instructors include faculty and researchers from the University of Chicago, Caltech, UCLA, Univ. of Houston, and the Center for Adaptive Optics (CfAO).
For college teachers of: the physical sciences and biological sciences. Prerequisites: none
Dr. Brown is an Assistant Professor of Planetary Astronomy at the California Institute of Technology and is an Alfred P. Sloan research fellow. He is interested in planets big and small, near and far, how they formed, and what has happened synced. Ghez was a Hubble Postdoctoral Research Fellow at the Steward Observatory of the University of Arizona and she was a Visiting Research Scholar of the Institute of Astronomy at the University of Cambridge, England before taking up teaching and research work at UCLA. Her other honors and awards include the Amelia Earhart Award, NSF Young Investigator Award, the Pierce Prize from the American Astronomical Society, and most recently the Maria Goeppert-Mayer Award from the American Physical Society. She is currently involved in intense research on blackholes at the center of our galaxy and the origin and early life of stars using the Keck Telescope. Kibblewhite is a Professor at the Department of Astronomy, Enrico Fermi Institute and the College at the University of Chicago. He has spent the last ten years developing laser beacon adaptive optics and is Principal Investigator on the ChAOS project to develop this technology for astronomy. He is currently writing a book on adaptive optics. Dr. Kron is a Professor in the Department of Astronomy & Astrophysics at the University of Chicago, Director of Yerkes Observatory, and Staff Scientist at Fermilab. His research involves studies of faint galaxies and quasars to search for galaxy evolution over cosmic time, primarily using large ground-based telescopes.He is also working on the Sloan Digital Sky Survey, taking advantage of its immense power to determine the properties of galaxies in the relatively nearby universe. He has brought the excitement of these research programs into the classroom, and was awarded the Quantrell Prize for undergraduate teaching by the University of Chicago.Mr. Landsberg is the Director of Education and Outreach for the Center for Astrophysical Research in Antarctica (CARA), and the Director of the Midwestern Education and Outreach of the Center for Adaptive Optics (CfAO). His work in science education focuses on hands-on laboratory experiences, and has involved a wide variety of formal and informal programs including Museum displays, Science Vans, teacher enhancement institutes, short courses on diverse topics such as microscale chemistry and forensics, and IAEA training courses.Dr. Roorda combined Vision Science and Physics for his Ph.D. and currently studies the optics of the eye and their effects and interactions with ophthalmic instrumentation. He counts among his accomplishments the first identification of individual red, green and blue sensitive cones that are responsible for human color vision with an adaptive-optics ophthalmoscope. Dr. Roorda is an Assistant Professor of Optics at the College of Optometry at the University of Houston where he is developing a new ophthalmoscope that uses adaptive optics to obtain high resolution images of the inside of the human eye.
Exploring The Universe With Microwaves
MICHAEL KLINE, Jet Propulsion Laboratory
June
14-16, 2000 in Pasadena, CA
Apply: CAL
The NASA Deep Space Network (DSN)is the communications link between people on Earth and the numerous deep space robot explorers now traveling through our solar system and beyond. This network of three communications sites around the world (Canberra Australia, Madrid Spain and Goldstone CA) use antennae that are as large as a football field, coupled with the most advanced electronics. They can detect signals from these deep space explorers from distances of billions of miles from transmitters on board that use much less energy than the light bulb in your refrigerator. In addition to this communication role, these giant electronic ears are also used to observe and study the universe. Some of these observations are also being done by school children using antennae that have been converted to a research/education role.
This course will discuss the history, technology and current tasks of the DSN.We will tour facilities at JPL that are part of this massive system, as well as travel to Goldstone to see the big antennae up close.
For college teachers of: earth science, environmental science, physical science and math. High school instructors are welcomed on a space available basis. Prerequisites: none.
Dr. Klein is presently 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 submillmeter radio astronomical experiments in the study of solar system objects. He lectures across the country on the subject of astronomy, life in the universe and searches for planets around other stars.
The Skies of Mauna Kea and the Surface of Mars
ADRIAN HERZOG, California State University, Northridge, DAVID SEIDEL and GILBERT YANOW, Jet Propulsion Laboratory
July
11-14, 2000 on The Big Island of Hawaii
Apply: CAL
The Summit of Mauna Kea on the Big Island of Hawaii is the premier site for ground based astronomy at the beginning of the new century and millennium. The advances in astronomy that will be made over the coming years with the advent of new technology can be compared to the changes that occurred with the introduction of the telescope. The Skies of Mauna Kea and the Surface of Mars is a four day program on the Big Island of Hawaii featuring two days of intensive lectures given by astronomers and engineers from the observatories atop Mauna Kea.These observatories will include the Keck, with the largest light gathering capacity in the world, the Canada-France-Hawaii, one of the outstanding telescopes of the world, and the 8 meter single piece Subaru. These lectures will be at the Royal Kona Resort in Kona on the Big Island. One day of the program will be spent doing comparative planetology to illustrate the similarities and differences between Earth and Mars.
These lectures will prepare you for the fourth day of the program when we will drive to the 13,000+ foot summit of the worlds tallest volcano to visit several of the Mauna Kea Observatories. NOTE: The extreme altitude of the observatory does restrict access to individuals in reasonably good health. Children under the age of 18 and pregnant women are not permitted to travel to the summit by observatory policy.
For college teachers of: undergraduate science, math and technology courses. High school teachers are also welcome on a space available basis. Prerequisites: to have sufficient background in astronomy and science to understand the introductory discussions.
Dr. Herzog is the current chair of the Physics and Astronomy Department at the California State University, Northridge (CSUN)He is also the Chair of Chairs at CSUN.He has taught introductory and advanced astronomy courses, as well as engaging in various research projects. Dr. Yanow is presently the Outreach Coordinator for the Genesis Mission, acts as the educational consultant for the SeaWinds Project and is part of the JPL Educational Affairs Office. He has been at JPL for 25 years. He started the JPL Educational Outreach Effort as a direct assignment of the then JPL Director in the early 1980’s.He has been actively involved in professional development of teachers at all levels and has worked extensively in curriculum development projects. His scientific research has been in the areas of high speed, real gas dynamics and solar energy applications. David Seidel is the Mars Outreach Team Lead. In this capacity he works closely with the science team members of the various Mars missions. He also overseas all the K-12 educational materials produced.He acts as the JPL TV commentator during active Mars missions.Mr. Seidel’s background is in the field of astronomy and geography. He also holds a Masters degree in science education and has taught high school science.
The NASA/JPL Exploration Of The Solar System
GILBERT YANOW, Jet Propulsion Laboratory
August
9-11, 2000 in Pasadena, CA
Apply: CAL
The NASA/Jet Propulsion Laboratory (JPL) has had and continues to maintain a leading role in the exploration of our Solar System. This exploration has included global studies of the Earth. This course will have leading scientists and engineers from JPL and the California Institute of Technology discuss the most recent findings of our exploration of the planets and satellites of our solar system, as well as the Earth. The course will also look at new projects that will add new dimensions to our understanding of the Solar System, including the Genesis Mission. Genesis will collect solar wind particles a million miles from Earth for approximately two years at the start of 2001 and bring them back to Earth in 2003 for a detailed analysis. This analysis will be more detailed than ever done before and will allow a better understanding of the original building blocks of the solar nebula. The course will be given at JPL and will include tours of various areas related to the course materials.
For college teachers of: science, mathematics, and engineering. Prerequisites: none. High school teachers are welcomed on a space available basis.
Dr. Yanow is presently the Outreach Coordinator for the Genesis Mission, acts as the educational consultant for the SeaWinds Project and is part of the JPL Educational Affairs Office. He has been at JPL for 25 years. He started the JPL Educational Outreach Effort as a direct assignment of the then JPL Director in the early 1980’s. He has been actively involved in professional development of teachers at all levels and has worked extensively in curriculum development projects. His scientific research has been in the areas of high speed, real gas dynamics and solar energy applications.
Exploring Environmental Niches on Jupiter’s Moon Europa: Potential Sites for Extraterrestrial Life?
RICHARD GREENBERG, B. RANDY TUFTS, GREGORY V. HOPPA, University of Arizona
June
17-19, 2000 in Tucson, AZ
Apply: UAZCampus Map:http://parking.arizona.edu/maps/campus/
Jupiter’s satellite Europa has been identified as a possible site for life in the solar system. The dominant types of geological terrain may have been created by frequent repeated exposure of an underlying ocean to the surface, providing a variety of evolving environmental niches. The mutually dependent relationship between orbital evolution and tidal processes in turn controls Europa’s rotation, heating, and stress. Cracks and ridges and crustal displacement patterns fit global stress mechanisms, but only if a substantial ocean is present. Ridges were likely built by tidal pumping of fluid and slush to the surface on a daily basis. Widespread dilation creates new surface as material rises from below. Nearly half the surface is chaotic terrain, possibly formed by melt-through from below. These processes were recent, and thus most likely continue today. Longer term changes in environmental conditions in the crust provided drivers for adaptation, as well as opportunity for evolution.
This workshop will review the arguments for and against this model. Participants will explore and manipulate image data from the Galileo spacecraft, using techniques that can readily be integrated into instructional settings. The activities will include reconstructions and analysis of a wide range of surface structures, allowing participants, and eventually their own students, to test hypotheses and become familiar with underlying physical processes.
For college teachers of: science. Prerequisites: some familiarity with earth and planetary science helpful but not essential.
Dr. Greenberg is Professor of Planetary Sciences and Director of the Science and Mathematics Education Center at the University of Arizona. He is an expert on the dynamics of solar system bodies and a member of the imaging team for the Galileo spacecraft, which is orbiting Jupiter. Dr. Tufts and Dr. Hoppa are post-doctoral researcher who have played key roles in developing the tidal-tectonic interpretation of Europa.
Tectonics and Seismicity of Santa Catalina Island and Coastal Southern California, Sea And Land Field Studies
DAN FRANCIS, California State University
June
13-15, 2000 at Santa Catalina Island, CA
Apply: CAL
Note:This course has a participation fee of approximately $185 (in addition to the application fee) for lunches, transportation and use of the ship.
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 form subduction tectonics to transform tectonics that began about 24 million years ago. In the process, the oceanic Farallon plate was broken into microplates, and the western edge of the continental North American 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 active faults in the region.
Located in the Borderland, Santa Catalina Island features seemingly upside down sequences 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 Catalina Schist on Catalina Island. Laboratory work will include optical examination of rocks, as well as mapping using seismic reflection data. Participants will be able to use materials from this course in the teaching of several subjects, including igneous and metamorphic geology, marine geology tectonics as well as specific courses on California geology.
Participants will travel on a research vessel of the Southern California Marine Institute, leaving from the Institute’s facility on Terminal Island, and will spend nights at the Wrigley Institute for Environmental Science, at the isthmus on Santa Catalina Island. Boat time, lodging, food and transportation are provided as part of the course fee.
For college teachers of: earth science, environmental science, and physical science. Prerequisites: none.
Dr. Francis joined the faculty at California State University, Long Beach in 1987 after working as a research an exploration geologist in the petroleum industry. He teaches courses in marine geology, igneous and metamorphic geology, and physical geology. Dr. Francis is currently carrying out geophysical research on the Southern California Borderland. Research topics include, seismic reflection studies of the offshore Palos Verdes fault and acoustical imaging of offshore gas seeps near Santa Barbara.
The Geology Of Hawaii and the Surface of Mars
CHUCK BLAY, TEOK Investigations and DAVID SEIDEL, Jet Propulsion Laboratory
July
8-11, 2000 on the Big Island of Hawaii
Apply: CAL
The volcanic craters and shield volcanoes of the Big Island of Hawaii are the closest approximation to the volcanic surfaces of Mars found at Olympus Mons. In addition, the geology of the Hawaiian Island chain is a perfect example of how plate tectonics are continuing to change the surface of the Earth. Mars does not appear to currently have or have had in the past this type of activity. During this program we will spend one day at the volcanically active Volcanoes National Park and one day exploring the basic characteristics of this, the world’s largest shield volcano. We will then be able later to compare our observations with the latest photos that have been taken of the Martian surface, during further talks on the unique geology of Hawaii held at the Royal Kona Resort at Kona on the sunny side of the island.
For college teachers of: earth science, environmental science and physical science. High school teachers are welcomed on a space available basis. Prerequisites: none.
Dr. Blay is the current the president of TEOK Investigations in Hawaii. He has spent much of his life in geological investigations as a field researcher for oil companies. He conducts several special courses on the geology of the Hawaiian Islands for professional groups and educators. David Seidel is the Mars Outreach Team Lead.In this capacity he works closely with the science team members of the various Mars missions. He also overseas all the K-12 educational materials produced. He acts as the JPL TV commentator during active Mars missions. Mr. Seidel’s background is in the field of astronomy and geography. He also holds a Masters degree in science education and has taught high school science.
Hawaiian Volcanoes from Mauna Kea to Loihi
ALEXANDER MALAHOFF, University of Hawaii
July
10-14, 2000 in Honolulu & on the Big Island, HI
Apply: DAY
Note:This course is offered in Honolulu and Hilo in Hawaii. 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 interisland airfare. This course has a participant fee of $100 (in addition to the application fee), which covers field trip costs, 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 Oahu 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 Kaimikai-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.
Glaciers in Alaska
KRISTINE J. CROSSEN, University of Alaska, Anchorage
June
21-23, 2000 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 south central 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 an optional fourth day can take a commercial trip from Anchorage to Resurrection Bay and Kenai Fjords National Park with other members of the course. Details of this trip will be discussed with participants prior to 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.
Communicating Chemistry: Reaching Students and the Public-at-Large
BASSAM Z. SHAKHASHIRI and ROD SCHREINER, University of Wisconsin-Madison
June
8-10, 2000 in Madison, Wisconsin
Apply: PITT
This short-course aims to enhance the undergraduate chemistry curriculum for majors and non-majors by using chemistry demonstrations as principal vehicles for communicating chemical concepts and phenomena.
The pedagogical value of planning lectures and discussion sessions around chemical demonstrations will be discussed. The effective use of educational technology in teaching chemistry and the recent major thrusts in undergraduate chemistry will be reviewed. Cooperative learning approaches and the role of chemistry demonstrations in enhancing learning will be discussed. In addition, the course will deal specifically with making presentations in public spaces such as shopping malls, civic centers, and school gymnasiums.
For college teachers of: faculty and instructors of undergraduate chemistry and related sciences. Prerequisites: none.
Dr. Shakhashiri served as NSF Assistant Director for Science and Engineering Education from 1984-1990 and formulated the plans for the annual NSF education programming of $600 million. He is the founding director (1983) of the Institute for Chemical Education and the founding director of the University of Wisconsin System Undergraduate Teaching Improvement Council (1977).Dr. Schreiner is a senior research associate with extensive experience in chemical demonstrations and undergraduate education; principal co-author of Chemical Demonstrations: A Handbook for Teachers of Chemistry, The University of Wisconsin Press, Volumes 1-4; co-producer of Once Upon a Christmas Cheery in the Lab of Shakhashiri as featured on PBS; and principal co-designer of the interactive chemistry exhibit at the Chicago Museum of Science and Industry.
CERAMICS: Superconductors to Supercomputers