CHAUTAUQUA SHORT COURSE DESCRIPTIONS

 

2000

 


Course: 1

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.

Course: 2

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.

Course: 3

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.

Course: 4

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.

Course: 5

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.

Course: 6

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. 

Course: 7

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.

Course: 8

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).

Course: 9

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.

Course: 10

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.

Course: 11

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

Course: 12

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

Course: 13

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

Course: 14

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

Course: 15

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

Course: 16

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

Course:17

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.

Course: 18

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.

Course: 19

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.

Course: 20

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.

Course: 21

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.

Course: 22

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.

Course: 23

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. 

Course: 24

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.

Course: 25

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. 

Course: 26

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.

Course: 27

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.

Course: 28

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.

Course: 29

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.

Course: 30

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.

Course: 31

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.

Course: 32

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.

Course: 33

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.

Course: 34

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.

Course: 35

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.

Course: 36

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.

Course: 37

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.

Course: 38

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. 

Course: 39

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. 

Course: 40

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.

Course: 41

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.

Course: 42

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.

Course: 43

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.

Course: 44

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.

Course: 45

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.

Course: 46

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.

Course: 47

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.

Course: 48

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. 

Course: 49

CERAMICS: Superconductors to Supercomputers

FATIH DOGAN, University of Washington

August 21-23, 2000 in Seattle, WA 
Apply: UWA
(http://depts.washington.edu/matseed/chautaq/index.htm)

The focus of this workshop is to introduce college faculty to ceramic engineering concepts and hands-on laboratory techniques which will enable them to incorporate ceramic processing in the materials science curricula. The workshop includes theoretical presentations with emphasis on experimental activities which can be directly implemented in the teaching laboratory. These activities include dispersion of ceramic powders in liquids, characterization of suspensions by viscosity and elektrokinetic measurements, shape forming and firing (e.g. a ceramic bell and a knife from alumina), making your own high-temperature superconductors and demonstration of magnetic levitation above superconducting ceramics.

Presentations will address state-of-the-art and next generation ceramic applications in electronics, medicine, automobiles, environmental protection, military, aerospace, and wireless telecommunication. Invited speakers from industry will explore the properties and device applications of advanced ceramics such as flywheel energy storage systems, thermophotovoltaic generators and medical ultrasound imaging. A field trip to a manufacturing company in Seattle area is also planned. The workshop will be held on the campus of the University of Washington and in the laboratories of the Department of Materials Science and Engineering.

For college teachers of science, engineering and technology and others with an interest in novel applications of ceramics. Prerequisites: none.

Fatih Dogan, a research assistant professor of materials science and engineering, is involved in science and technology of ceramics, including processing and characterization of electronic materials. His recent research activities involve growth of high-Tc superconducting single crystals, colloidal processing of ceramics, and composite piezoelectric materials. These interdisciplinary research efforts are conducted in strong collaboration with the partners from industry, national laboratories. and international science and technology laboratories.

Course: 50

Chemistry For Non Science Majors: The American Chemical Society’s new Curriculum: Chemistry in Context

WILMER STRATTON, Earlham College, CONRAD STANITSKI, University of Central Arkansas and CATHY MIDDLECAMP, University of Wisconsin-Madison.

June 5-7, 2000 in Berkeley, CA 

Apply: CAL

Nonscience majors have long been a neglected population in the teaching of chemistry. Many courses for nonmajors tend to be simpler versions of the major course. Both the chemistry content and approach used for this population has long ignored the special characteristics and wealth of scientific knowledge that these students bring to the study of chemistry. Chemistry in Context: Applying Chemistry to Society, the American Chemical Society’s new college chemistry curriculum for nonscience majors attempts to tap this knowledge by imbedding chemistry in a cultural, societal, economic and political context. here chemistry is introduced on a “need-to-know” basis that provides students with an informed understanding of critical science based contemporary issues. 

In this workshop, participants will have an opportunity to work with two of the authors of Chemistry in Context. The unique philosophy of the curricular approach along with an overview of the chemistry content, sample activities and evaluation techniques will be presented. Participants will be able to experience several of the laboratory and decision making activities that characterize Chemistry in Context. Discussions in the workshop will focus on the “nuts and bolts” of implementing the curriculum in both large and small classes. Participants will be encouraged to share their own innovations in teaching chemistry to nonscience majors. The workshop leaders are particularly eager to elicit ideas for new kinds of homework assignments, testing strategies, lab and writing assignments and grading practices. Time will be provided for discussion of these topics.

For college teachers of: chemistry. Prerequisites: none.

Drs. Stratton and Stanitski are two of the co-authors of Chemistry in Context. Dr. Stratton, a Professor of Chemistry at Earlham College, is active in environmental chemistry research and teaching. Dr. Stanitski is Professor of Chemistry at the University of Central Arkansas who also has co-authored chemistry textbooks for science and allied health majors. Dr. Middlecamp is the Director of the Chemistry Learning Center at University of Wisconsin-Madison and teaches both general chemistry for liberal arts students and a graduate seminar entitled, The Teaching of Chemistry. Over the past 20 years, she has designed, supervised and taught in a number of programs for students under-represented in the sciences, both collegiate and pre-collegiate. She is co-author of the book, How to Survive and Even Excel in General Chemistry, and has contributed chapters to several books on women in science. In 1998, she was elected a member of the UW-Madison Teaching Academy. Currently she is serving on several national advisory boards, including "Women and Scientific Literacy" at the American Association of Colleges and Universities, the task force for Women and Diversity at Project Kaleidoscope, and Montana's Rural Women and Girls in Science Project. She is the editor of a discovery-based laboratory project on the Web-based in Puerto Rico, and serves as a member of the Program Committee for the ACS Division of Chemical Education, Inc. 

Course: 51

Peer-Led Team Learning: The Workshop Model

PRATIBHA VARMA-NELSON, St. Xavier Univ., JACK KAMPMEIER, Univ. of Rochester, DAVID GOSSER, CCNY, VICTOR STROZAK, NY City Tech. College, MARK CRACOLICE, The Univ. of Montana, RONALD NARODE, Portland State Univ.

May 18-20 in Pasadena, CA 

Apply: CAL

June 15-17, 2000 in Philadelphia, PA 

Apply: TUCC

The Workshop Project has developed a model of peer-led team learning that has been tested and successfully implemented in numerous chemistry courses at a wide variety of institutions. The Workshop model is robust and can be adapted to and implemented in courses in other science disciplines. The course will address the needs of all disciplines of science and mathematics in beginning a workshop course.

The Workshop model of peer-led team learning actively engages students in the learning process by having them solve carefully structured problems in small groups under the direction of a peer leader. Peer-led workshops are an effective way to engage large numbers of student with course material and each other. Improved performance and retention, development of communication and team skills, higher motivation and course satisfaction, and increased interest in pursuing further study in science are among the benefits of the Workshop approach.

The purpose of this course is to introduce the theoretical and practical elements of the Workshop model and prepare participants to implement Workshop programs in biology, chemistry, mathematics, and physics. In addition to introducing the theoretical and practical elements of the Workshop model, the course will provide a Workshop experience and will give participants an opportunity to develop Workshop materials. Students who have served as peer leaders will be actively involved in the course and will discuss their experiences with the Workshop model. Recruiting and training of peer leaders will also be discussed as will faculty roles and responsibilities and issues surrounding the implementation and institutionalization of workshops. Participants will be provided a guide for the implementation of workshops, a handbook for workshop leaders, and sample workshop materials. We encourage faculty members to assemble a team, which includes a learning specialist and a potential student leader, to participate in this course.

For college teachers of: physical and biological sciences and mathematics at two and four year colleges and universities. Prerequisites: none

Pratibha Varma-Nelson is a Professor of Chemistry at St. Xavier University, Chicago. She teaches Organic, Biochemistry, and Chemistry for the Allied Health Professions. She has been associated with the Workshop Chemistry Project since 1995 and has introduced workshops in Organic Chemistry and Principles of Organic and Biological Chemistry for the Allied Health Professional. She is co-author of a number of Peer-Led Team Learning publications. Jack Kampmeier is Professor of Chemistry at the University of Rochester. He has taught organic chemistry to students at all levels, from first year college students to postdoctoral fellows. He started with the Workshop Project in 1995 and has implemented the ideas in a large sophomore Organic Chemistry course traditionally taken by non-chemistry majors. He is co-author of a number of Peer-Led Team Learning publications. Dr. Gosser is an Associate Professor of Chemistry at the City College of New York. He teaches general chemistry and graduate level courses in electrochemistry. He developed and introduced workshops in general chemistry several years ago and is the Director of the NSF supported Workshop Chemistry Project. Dr. Strozak is Professor of Chemistry at New York City Technical College of the City University of New York. He teaches general chemistry in a two-year Chemical Technology program and has introduced workshops into both the first and second semester courses. Dr. Strozak has been associated with the Workshop Chemistry Project since 1995 and has coauthored the General Chemistry Workbook. Mark Cracolice is an Associate Professor of Chemistry at The University of Montana. He teaches introductory chemistry, general chemistry, and graduate courses in chemical education. He received a NSF adapt-and-adopt grant for Peer-Led Team Learning and is co-author of a number of Peer-Led Team Learning publications. Ronald Narode is Associate Professor of Curriculum & Instruction at Portland State University. He teaches mathematics and science education to current and preservice teachers in the Graduate Teacher Education Program. He has used peer instruction from the early 1980s in Introductory Mathematics, and has incorporated pair-problem solving into the Workshop Project model.

Course: 52

Promoting Active Learning in Real-World Contexts in General Chemistry

BROCK SPENCER, Beloit College, and EILEEN L. LEWIS, University of California, Berkeley

April 28-30, 2000 in Troy, NY 

Apply: RPI

May 4-6, 2000 in Austin, TX 

Apply: TXA

This course will explore ChemConnections Modules developed for general chemistry by the ChemLinks Coalition and the ModularCHEM Consortium, two of the National Science Foundation “systemic change initiative” projects and published by John Wiley and Sons. The 2–4 week modules begin with relevant real-world questions and develop the chemistry needed to answer them. The modules feature student-centered active and collaborative classroom activities and inquiry-based laboratory projects rather than relying primarily on traditional lectures, exams, and verification laboratories. In the process, students learn more effectively and model how chemistry is actually done.

At the workshops, topics will be selected upon the interest of the Chautauqua participants from the following:

Experience learning and teaching with active-participation, student-centered pedagogues

Learn how to adapt and use the modules effectively in their own classroom

Develop skills to train other faculty members and teaching assistants in the use of the modular materials

Review and contribute ideas to the further development of the modules

Share ideas and experiences with other instructors in a collaborative environment

Two to four modules from the following list will be used, depending upon participant interest:

Earth, Fire and Air: What is needed to make an effective air-bag system?

Computer Chip Thermochemistry: How can we create an integrated circuit from sand?

What should we do about global warming?

Why does the ozone hole form?

Build a better CD player: How do you get blue light from a solid?

Water treatment: How can we make our water safe to drink?

Would you like fries with that? The fuss about fats in our diet.

Origin of life on earth.

Stars —What’s in a star?

Should we build a copper mine?

For college teachers of: chemistry, environmental science. Prerequisites: none.

Dr. Spencer is the Kohnstamm Professor of Chemistry at Beloit College and the ChemLinks Coalition Project Director. His research interests are in the structure and bonding of organometallic and metal cluster systems. He has taught modular general chemistry courses at Beloit College. Dr. Lewis is a Professor of Chemistry at Cañada College. She is on leave and currently serving as Project Director for the ModularCHEM Consortium, and is a lecturer in the Chemistry Department at the University of California, Berkeley. She has taught fully modular general chemistry courses at Cañada College and U.C., Berkeley.

Course: 53

Studio General Chemistry: Merging Laboratory, Team Problem Solving, and Discussion

TOM APPLE, Rensselaer Polytechnic Institute

May 19-20, 2000 in Troy, NY

Apply: RPI

Often times in freshman or general chemistry courses the laboratory and the lecture material become decoupled and students are not able to connect concepts presented in one environment with those developed in the other. In addition the lecture environment may lead to passive behavior on the part of the student. This workshop will deal with converting traditional chemistry courses into studio environments which couple the laboratory with a discussion section which promotes active learning. Participants will explore ways in which lecture material can be developed into team problems to promote active learning. The workshop will also explore the merging of laboratory work, in the form of 1 hour laboratories, into every class as an integral part of the course. This approach requires that students be given pre-laboratory tutorials to master outside of the classroom as their homework assignments prior to the day’s class. Examples of these tutorials and the benefits derived from them will be discussed. Effective implementation plans of studio chemistry as well as possible pitfalls will be explored.

For college teachers of: chemistry and science. Prerequisites: none

Tom Apple is a Professor of Chemistry and Chair of the Department of Chemistry at Rensselaer Polytechnic Institute. He has won numerous teaching awards at both the University of Nebraska and at Rensselaer Polytechnic Institute. Along with Prof. Alan Cutler he is authoring a textbook Studio General Chemistry to be published in 2001 by Saunders. He is a specialist in solid-state nuclear magnetic resonance and has published over 50 papers in this area.

Course: 54

Synthetic Organic Chemistry - Modern Methods and Strategy

PAUL HELQUIST, Notre Dame University

June 15-17, 2000 in Memphis, TN

Apply: CBU

This course presents a survey of methods and strategies that are employed in the design of the synthesis of organic compounds. The goal of the instructor is to build upon basic background material to familiarize the class participants with not only the methods that are commonly used in synthetic organic chemistry but also, and perhaps more importantly, the basic approaches for planning syntheses of complex organic compounds.

After an introductory discussion of the basic concepts of synthesis design and other fundamental considerations including stereoselective synthesis, the course moves on to an in-depth coverage of synthetic methods and their applications. Special emphasis is placed on carbon-carbon bond forming reactions as opposed to functional group modifications such as oxidations and reductions. As a convenient vehicle for presenting these methods and the strategy of synthesis planning, the bulk of the course is centered primarily around the discussion of key types of reactive intermediates and their characteristic carbon-carbon bond forming reactions. Many of these methods are applicable to the synthesis of cyclic systems and are often illustrated in this context. Throughout the course, classical methods of synthesis are presented followed by their most modern counterparts in order to contrast the old with the new. Actual examples of applications of these methods in the total synthesis of natural products will be presented at several points. Modern methods of asymmetric synthesis and organometallic chemistry are interspersed throughout this material. The course closes with a coverage of recent examples of advanced applications of synthesis design.

At frequent intervals throughout the course, study problems will be presented for in-class discussion, and additional problems will be given for working out-of-class to reinforce the course materials. Use of molecular models is highly recommended in working the various problems and in giving a better perception of complicated stereochemical principles at various points in the course.

For college teachers of: organic chemistry. Prerequisites: courses in organic reactions, mechanisms, and stereochemistry at an intermediate undergraduate level. This course is not intended for individuals who have studied at the advanced graduate level relatively recently.

Dr. Helquist is Professor of Chemistry at the University of Notre Dame where he leads a research program encompassing synthesis of new antibiotics and anticancer agents, development of new pharmaceuticals, and synthesis. He has over 100 publications in these areas. He is also known in the chemical education community through his long service with the American Chemical Society Continuing Education Program and with the Educational Testing Service Graduate Records Examination in Chemistry. He has also pioneered new undergraduate courses fully integrating organic chemistry and introductory biochemistry.

Course: 55

Promoting Active Learning in Introductory Biology Courses

JOHN M. DEARN, University of Canberra, Australia

June 22-24,2000 in Austin, TX 

Apply: TXA

At the university level, the didactic approach to teaching is a fixture in most introductory science classes despite increasing evidence of its ineffectiveness. Numerous studies have shown that, when this approach is used, students retain little of the information served up to them; more significantly, the way they view the world is not changed. Nor is it clear that the approach fosters an interest in science or promotes the thinking skills science requires.

This course reviews what is known about how students learn and examines some models of teaching and learning. It explores alternative approaches to teaching in which students are encouraged to construct their own knowledge through discussion, collaboration, concept mapping, case studies and laboratory classes. The course shows how introductory biology can be used to present science as a process and as a way of thinking. It also looks at the role of assessment in learning: participants will devise assessment exercises that promote inquiry and facilitate the development of thinking skills. Finally, consideration will be given to obstacles likely to be faced by anyone who wants to change the way introductory biology is taught: the conventional curriculum, the textbook, and class size. Participants will plan changes they could implement at their own institutions.

For college teachers of: introductory biology. Prerequisites: none.

Dr. Dearn is an Associate Professor in Biology at the University of Canberra where he teaches introductory biology. He is a fellow of the Centre for the Enhancement of Learning, Teaching and Scholarship and is Director of the Science Resource Centre, a learning center for first year science students. He has a background of research in evolutionary and ecological genetics and was a major writer for the national Australian senior high school biology textbook. He was recently awarded one of two inaugural National Teaching Fellowships by the Australian Government which were established to recognize outstanding contributions to teaching and learning in Australian universities.

Course: 56

Creating an Active Learning Environment in the Life Science Classroom

HAROLD MODELL, MARY PAT WENDEROTH, University of Washington and JOEL MICHAEL, Rush Medical College

August 10-12, 2000 in Seattle, WA 

Apply: UWA(http://depts.washington.edu/matseed/chautaq/index.htm)

Over the past several years, there has been increasing attention focused on a paradigm shift in undergraduate education from the teacher-centered environment in which information is “delivered” to students to a learner-centered environment in which students are “active” learners. This course is designed to help faculty learn and practice key elements for making this transition in their classrooms. Participants will explore the critical factors that contribute to a successful active learning environment, and they will begin to relate these factors to their own classrooms. We will begin by defining an active learning environment. We will then proceed to explore the following issues: the role of the teacher, facilitating student participation, setting and meeting classroom goals, and assessing progress in this environment. Participants should bring examples of what they now do in their classrooms and be ready to teach the group for 10 minutes using one of these examples.

For college teachers of: all life sciences interested in creating an active learning environment in their classrooms. Prerequisites: at least one year of classroom teaching.

Dr. Modell is a physiologist with over 25 years’ experience in research and teaching. His research focuses on active learning in the life science classroom, and he applies the results of this research to his classroom teaching. For the past 15 years, he has also been active on a national basis to help faculty learn about ways of improving life science education. Dr. Wenderoth is a physiologist with extensive teaching experience at the undergraduate level. She has been involved in a variety of faculty development courses and workshops aimed at helping undergraduate anatomy and physiology instructors explore new ideas for their classroom teaching. Dr. Michael has 20 years’ research and development experience in science education. On a national and international basis, he has participated in numerous faculty development workshops and symposia as an organizer, presenter, and workshop leader.

Course: 57 

Computational and Quantitative Education for the Life Sciences: Preparing Fearless Biologists

LOUIS J. GROSS, University of Tennessee, Knoxville

June 22-24, 2000 in Memphis, TN

Apply: CBU

Every area of the modern life sciences has become very quantitative, and applications of basic and advanced mathematical ideas have greatly furthered our understanding of biological systems from the molecular level to that of the planet. Computational biology and bioinformatics are offering numerous new career options for biologists. Despite this fact, there has been very little change in the types of quantitative training biology undergraduates receive. Typically there is little connection between this training and the biology courses taken, and students readily view these as a separate enterprise from the “real” biology in their life science courses. This short course will focus on a variety of methods, amenable for use in both math and biology courses, which can help students to become “fearless users” of the new technologies which have allowed us to much more readily carry out quantitative analysis in biology. The emphasis will be on methods to ease the math anxiety often expressed by biology students (and faculty), by directly relating each quantitative concept to biological examples. Rather than isolating quantitative concepts in a few courses, we will discuss methods to integrate quantitative thinking through the undergraduate biology curriculum. Particular emphasis will be on incorporating quantitative aspects in the entry-level general biology sequence. We will discuss integration with the math courses students take, the use of quantitatively-oriented modules within lower division biology courses, an emphasis on quantitative methods associated with laboratories, and the use of a variety of computer packages which allow rapid analysis of virtual simulations of biological systems.

For college teachers of: agriculture, biological sciences, mathematics, statistics and computer science. Prerequisites: none.

Dr. Gross is a Professor of Ecology and Evolutionary Biology and Mathematics and Director of the Institute for Environmental Modeling at the University of Tennessee, Knoxville. He has been fostering the development of quantitative curricula for life sciences students for many years, with support from the National Science Foundation. In his research in computational ecology, he has encouraged the use of individual-based modeling approaches and has been a leader in the development of computational methods to provide long-term assessments of the biotic impacts of hydrologic planning in the Everglades. He has co-directed numerous Courses and Workshops in Mathematical Ecology, has edited or co-edited four books and is the moderator for the Life Sciences section of the Mathematics archives WWW site. His home page is at http://www.tiem.utk.edu/~gross.

Course: 58

Physiology for Physiology and Biology Teachers

HAROLD MODELL, MARY PAT WENDEROTH, University of Washington and JOEL MICHAEL, Rush Medical College

August 14-16, 2000 in Seattle, WA 

Apply: UWA(http://depts.washington.edu/matseed/chautaq/index.htm)

This course is designed to help instructors who know the “facts” of physiology build a framework for developing a more unified understanding of physiological systems. We will explore a set of seven general conceptual models (recurring themes) that can be used to analyze most physiological systems. These general models are control systems, conservation of mass, mass and heat flow, elastic properties of tissues, transport across membranes, inter- and intracellular communication, and the law of mass action. Through a series of problem-solving activities, participants will practice
Applying the general models to various interacting physiological systems. Finally, we will explore classroom strategies to help students gain an integrated understanding of physiological systems. Participants should bring a copy of the textbook that they use in the classroom.

For college teachers of: physiology and biology. Prerequisites: at least one year of teaching physiology or anatomy/physiology at the undergraduate level.

Dr. Modell is an integrative physiologist with over 25 years’ experience in research and teaching. He has developed educational materials for learning respiratory physiology, renal physiology, and the general models that will be explored in the course. He has been active in physiology education on a national level, and, in this context, he has conducted numerous faculty development workshops at institutional and national levels. Dr. Wenderoth is a physiologist with extensive teaching experience at the undergraduate level. She has been one of the organizers of the Community College/University of Washington Partnership Program in Biological Sciences Summer Workshop on Anatomy and Physiology, and she has served as a workshop leader in that and similar faculty development programs. Dr. Michael is an integrative physiologist whose initial research focus was neuroscience. For the past 20 years, his research has been directed toward science education. On a national and international basis, he has participated in numerous faculty development workshops and symposia as an organizer, presenter, and workshop leader.

Course: 59

Microscopic Image Capture and Analysis: An Inexpensive, High Resolution Approach

FRANCISCO FUENTES and RAFAEL MULLER, University of Puerto Rico

April 13-15, 2000 in Humacao, PR 

Apply: TUCC, UPR

Note:This course will be held at the University of Puerto Rico, Humacao Campus in Humacao, Puerto Rico. The course is cosponsored by the Resource Center for Science and Engineering of the University of Puerto Rico. Applications from the mainland should be sent to the TUCC Field Center. Applications from Puerto Rico should be sent to the UPR Satellite Center.

There is a recognized need to incorporate computerized microscopy systems into biology labs at all levels. Equipment costs and lack of training of faculty in basic imaging techniques have been the predominant impediments to bringing these high technology tools to the labs.

To address this need, participants in this course will learn how to build and utilize an inexpensive, high resolution astronomical charge coupled device (CCD). They will utilize this type of camera, coupled to a bright field compound microscope to learn simple techniques of image capture that are extremely useful and straightforward for samples typical of basic and intermediate biology labs.

Important image processing and analysis tool applications will then be covered. Of particular importance will be the use of image processing techniques to improve the accuracy of measurement of the size of samples. Using diffraction gratings as calibrated reticles to obtain precision measurements of the size of bacteria will be one of the highlights of the course. Participants will be introduced to a free software program, SCION, that allows them to obtain precise measurements of the size of samples. Participants will also have the opportunity to use the CCD camera in the creation of image data banks of plankton and their use as on-line image catalogues.

We expect that the participants in this experience will receive the basic tools that will empower them to build or purchase CCD cameras, couple them to microscopes and, by doing so, enrich the learning experience of their students by using this very effective tool of high technology.

For college teachers of: basic and intermediate biology courses and laboratories. Prerequisites: candidates must be able to handle PC computers at the level of using word processing software.

Dr. Fuentes is Professor of Biology at the Humacao Campus, where he heads the Microbiology group. He and Dr. Muller teamed up five years ago in the construction of an inexpensive CCD camera that could be coupled to a microscope. Dr. Muller is Professor of Physics and Electronics and Director of the Humacao University Observatory, and has worked extensively on coupling CCD cameras to telescopes, Schmidt cameras and photographic lenses. His students have also made several presentations on the subject. They have submitted a paper for publication on the subject of coupling inexpensive CCD cameras to microscopes and their applications in biology.

Course: 60

Understanding the Science Behind Nutrition

TAMMY M. BRAY, The Ohio State University

June 19-21, 2000 in Philadelphia, PA 

Apply: TUCC

The public is bombarded daily with popular information related to the claims of certain miracle antioxidant vitamins or other nutrient supplements which are supposed to fight free radicals, thus protecting us against disease and keeping us young forever. We also learned that free radicals or oxidative stresses are the culprits for many diseases. Nutritionists and medical clinicians are often asked what special food, supplements or herbal medicines should be taken with our diet so that we can avoid diseases. The public seems to believe that the scientists have found the fountain of youth and possess the best kept secret to being young forever. Do we scientists really have the answers? What are free radicals? What are antioxidants? Should we supplement our diet with extra vitamins and minerals beyond Recommended Daily Allowance? What are the scientific bases for all these questions?

The content of this course reflects the growth in the science-based application of nutrition to a wide variety of related disciplines. This course is intended primarily for faculty with a background in the sciences and biology. The instructor has attempted to organize the essentials of biochemistry and physiology so that nutrition emerges as the science that integrates life processes from the cellular level on through the multi-system operation of the total organism. The primary goal of the course is to pull together the various cellular activities and make them meaningful at the tissue, organ and/or system level. The course will incorporate the recent advances in the knowledge of nutrition and food relating health promotion and disease prevention.

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

Dr. Bray is Professor and Chair of the Department of Human Nutrition and Food Management at The Ohio State University - Columbus. She has taught many undergraduate and graduate courses in the areas of nutrition and biochemistry. Dr. Bray’s research interests have been focused on nutritional toxicology. She has been published and accredited in over 100 publications and has received numerous invitations for presentations. She is on the Editorial Boards of Free Radical Biology and Medicine, and Proceedings of the Society for Experimental Biology and Medicine. Currently, she is the President of The Oxygen Society and the Treasurer of the Society of Experimental Biology and Medicine. Dr. Bray has received numerous honors and awards in both teaching and research such as the Sigma Xi Excellence in Research Award, and the University Distinguished Teaching Award.

Course: 61

Food, Free Radicals, Aging, and Psychological Factors in Cancer Risk

JULES ELIAS, Oregon Health Sciences University

September 14-16, 2000 in Pasadena, CA

Apply: CAL

The incidence of most kinds of cancer increases with age. Calorie indulgence also increases risk whereas calorie restriction protects against such risk. Caloric/diet restriction has been shown to increase the life span of animals ranging from single celled organisms to primates. Aerobic life utilizes huge amounts of oxygen for the maintenance of body activity. Oxygen undergoes oxidative phosphorylation in mitichondria, the primary source of bioenergy for aerobic species. Under normal physiological conditions, as much as 10% of the oxygen is converted to free radicals, which have been implicated in the causation of certain cancers, cardiovascular disease, dementia, and Parkinson’s disease. The role of oncogenes, DNA repair, and heredity in cancer risk as well as the effects of antioxidant status, diet, and nutrition on a wide range of diseases will be reviewed.

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

Dr. Elias is currently a Professional Consultant in the Dept. of Surgery at the Oregon Health Sciences University. Previously he was Associate Professor of Histopathology and Senior Research Associate at the State University of New York at Stony Brook. He was teacher of Histochemistry, Immunology, and Immunopathology. He is Editor-in Chief of the Journal of Histotechnology, author of Immunohistopathology: A Practical Approach, 1990 ASCP Press, and the author of more than 70 scientific papers.

Course: 62

How and Why We Age

LEONARD HAYFLICK, Univ. of California, San Francisco

June 1-3, 2000 in Philadelphia, PA 

Apply: TUCC

After performing the miracles that take us from conception to birth, and then to sexual maturation and adulthood, natural selection was unable to favor the development of, what would seem to be, a more elementary mechanism that would simply maintain those earlier miracles forever. We call this failure aging and the causes are becoming clear.

Although this course is intended for those whose background in biology is minimal, it also will appeal to those who are specialists in biology. Aging is a vast subject and covers virtually all aspects of biology and many other non-biological disciplines. The subjects to be covered will include: What is aging?, popular myths about aging, why aging is not a disease, life span versus life expectation, mortality and immortality, the demography of human aging, the cell biology of aging, why do we age, surprises from current longitudinal studies on human aging, centenarians and supercentenarians, theories of aging, attempts to control aging, the effects on aging of life style, exercise, nutrition, weight, light, transfusions and suspended animation, the clocks that time us, life extension and anti-aging therapies and longevity in the twenty-first century.

For college teachers of: the life sciences or any other discipline in which biological or human aging is a component. Prerequisites: curiosity.

Dr. Hayflick is a Professor of Anatomy at the University of California, San Francisco. He is a past President of the Gerontological Society of America and was a founding member of the Council of the National Institute on Aging, NIH. He is best known for his research in cell biology where he discovered that, contrary to what was believed since the turn of the century, cultured normal human and animal cells have a limited capacity for replication. This discovery overturned a dogma that existed since early in this century and focused attention on the cell as the primary location of age changes. Dr. Hayflick is the recipient of more than twenty-five major awards .In 1997, he was elected Academician and Foreign Member of the Ukrainian Academy of Medical Sciences and in 1998 he was elected corresponding member of the Société de Biologie of the College of France. He is one of the most cited contemporary scientists in the world and is the author of over 200 scientific papers, books, book chapters and edited books. Dr. Hayflick is the author of the popular book, How And Why We Age published in 1996 by Ballantine Books. This book has been translated into ten languages; participants will receive a copy.

Course: 63

Neurobiology for the Millennium: The Neocortical Basis of Mind

PAUL ADAMS, State University of New York

May 18-20, 2000 in Stony Brook, L.I., NY 

Apply: SUSB

The cerebral cortex, or neocortex, which is found only in mammals, occupies 86% of the human brain, is composed of some 25 billion nerve cells, and somehow, amazingly, underlies the mind. In this course we will consider a variety of recent developments which throw light on this last and most secret (yet most familiar) recess of nature. Although the human neocortex is composed of hundreds of different areas each of which performs different tasks, these areas all have the same basic structure, and are all highly interconnected. It is likely that this basic structure embodies powerful but only partly understood computational strategies. Therefore we will consider (a) the machinery of nerve cells and synapses, (b) the basic structure of cortex, and (c) some examples of tasks and area interconnections. The viewpoint will be developed that many of the most mysterious operations of the cortex reflect not productive “information processing” but an internal cerebral bureaucracy which prevents catastrophic growth of error. This bureaucracy imposes conditions such as awareness, sleep, dreams and even consciousness itself. An error-free brain could be omniscient, but would not be conscious.

For college teachers: with a science background. Prerequisites: a basic knowledge of biology, chemistry and physics.

Dr. Adams has been in the Department of Neurobiology and Behavior at Stony Brook since 1981 where he serves as Director of the Howard Hughes Medical Institute. His research concerns the roles of ion channels in synaptic transmission and electrical excitability. He is recipient of the Sandoz Prize of the British Pharmacological Society, a MacArthur Foundation Fellowship, and he was recently elected Fellow of the Royal Society.

Course: 64

Development and Plasticity of the Brain

LESLIE P. TOLBERT and PAUL A. ST. JOHN, University of Arizona

April 14-16, 2000 in Tucson, AZ 

Apply: UAZCampus Map:http://parking.arizona.edu/maps/campus/

The brain’s ability to perceive, think, remember, and control actions is based on an intricate and highly ordered set of connections among about 10 billion nerve cells, or neurons. Our understanding of how these neural connections develop during early life has changed dramatically in the last few decades, as research has revealed the importance of intercellular interactions during development and, particularly, of fine-tuning of early connections by activity-dependent mechanisms. Furthermore, it is becoming clear that similar molecular mechanisms may underlie activity-dependent changes during development and the activity-dependent changes that occur during learning and creation of memories later in life.

This course will introduce participants to new concepts in developmental neuroscience, with a focus on the cellular and molecular processes by which circuitry is established, refined, and altered in response to changes in input. The course will include lectures, discussions, laboratory demonstrations, and laboratory exercises that can be adapted to the biology classroom.

The major purpose of the course is to convey an up-to-date view of neural development and ongoing plastic changes in neural circuitry that can be taught in biology courses for undergraduate students. Secondarily, the instructors believe that college teachers will find that a modern understanding of mechanisms of brain development and plasticity enhances their teaching.

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

Dr. Tolbert is a member of the Arizona Research Laboratories Division of Neurobiology and chair of the university-wide Graduate Program in Neuroscience at the University of Arizona. Her research interests lie in intercellular interactions important in the development of the olfactory system and in the use of advantageous insect model systems for studies of neural development and plasticity. She has taught neurobiology at the graduate and undergraduate levels for many years, and recently helped to develop a general-education course in sensory neurobiology for non-science undergraduates. Dr. St. John is a member of the Department of Cell Biology and Anatomy in the College of Medicine at the University of Arizona. His research focuses on the regulation of neurotransmitter receptors at developing synapses between mammalian spinal-cord neurons, with an emphasis on changes in the molecular architecture of receptors. He has taught neuroscience and cell biology to both graduate students and medical students for many years, and has taken neurobiology to grade-school classrooms at every level.

Course: 65

Psychoactive Drugs and Molecular Biology of the Neuron

DAVID DRESSLER, Oxford University

July 13-15, 2000 in Cambridge, MA 

Apply: HAR

This course will deal with the molecular biology of signal transmission in the nervous system in terms of the specific proteins – enzymes, receptors, ion channels, and signaling molecules. Particular emphasis will be placed on neurotransmitters –the signaling agents that carry the nerve impulse from one neuron to another. The biological, medical, social, and legal consequences of psychoactive compounds and other neurotoxic substances that exert their influences by disrupting the manufacture, release, binding, or degradation of neurotransmitters will form a framework for discussion. Morphine, heroin, and the body’s natural painkiller, enkephalin, will be traced through the experimental elucidation of their biological activity. The effects of Prozac, Valium, and cocaine on specific neurotransmiters (the monoamines) will be correlated with the molecular changes that underlie depression, anxiety, schizophrenia, and addiction. The biological activity of various natural and synthetic poisons, toxins, and nerve gases will be used to elucidate both normal and blocked neuronal function. Diseases that result from the loss of neurotransmitter systems, such as Parkinson’s disease, as well as present and future therapies, will also be discussed.

Film, possible laboratory demonstration, discussion, and reading will supplement lectures in this course. Participants will be actively engaged in panel discussions that will explore such timely events and issues as the Tokyo subway attack, Gulf War syndrome, the law, substance abuse and addiction.

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

Dr. Dressler is a lecturer on Biochemistry at Oxford University. He is a researcher and author in the field of molecular biology, with current interest in Alzheimer’s Disease. He is the originator of the major undergraduate course in molecular biology at Harvard College, and a recipient of the Camille and Henry Drefus Award and the Guggenheim Fellowship. Upon completing his Ph.D. thesis at Harvard in 1970 on the mechanism of DNA replication, Dr. Dressler joined the university’s Department of Biochemistry and Molecular Biology.His research in molecular biology led to a series of scientific papers on DNA replication, DNA recombination, and the structure of viral chromosomes.

Course: 66

Biotechnology for Interdisciplinary Science

JACK G. CHIRIKJIAN, Georgetown University, EDWARD KISAILUS, Canisius College and KAREN M. GRAF, EDVOTEK, Inc.

June 1-3, 2000 in Washington, DC 

Apply: PITT

The focus of this workshop is to introduce and update college biology, chemistry and allied health science faculty to the theory and practice of biotechnology. Theoretical concepts and “hands-on” laboratory techniques will enable participants to incorporate concepts and experiments in molecular biology, protein biotechnology and immunology into the curricula. Experiments include agarose gel electrophoresis, SDS-PAGE, DNA extraction bacterial transformation, and basic experiments in immunology to include Ouchtelony, ELISA and Immunoblot analysis. Participants will conduct experiments which will enable them to integrate biotechnology experiments into their teaching strategies. EDVOTEK, the corporate partner, will offer equipment and reagent packages at discounted priced to workshop participants. The course can be taken in conjunction with Biotechnology for the Undergraduate Biology Classrooms (Course #67).

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

Dr. Chirikjian is a Professor of Biochemistry and Molecular Biology and Director of the biotechnology programs at Georgetown University School of Medicine. His research interests include nucleic-acid enzymology, enzyme cloning, and DNA mismatch detection. He is author of numerous papers in these areas and is a former Career Awardee of the Leukemia Society of America. Dr. Kisailus is a Professor of Biology at Canisius College, Buffalo, New York. His research interests are in combining site specificity and biological function of human carbohydrate binding proteins (galectins).He is author of several papers in these areas and is a Merck Innovation in Undergraduate Science Education Awardee. Ms. Graf is Director of Educational Services at EDVOTEK, Inc., which manufactures equipment and experiment modules for undergraduate science education.

Course: 67

Biotechnology for the Undergraduate Biology Classrooms

JACK G. CHIRIKJIAN, Georgetown University and KAREN M. GRAF, EDVOTEK, Inc.

June 5-7, 2000 in Washington, DC 

Apply: PITT

This workshop will focus on biotechnology experiments utilized in research laboratories.College faculty will explore concepts and “hands-on” laboratory techniques which will enable them to incorporate inquiry based biotechnology in their major and non-major biology courses.Experiments include purification of plasmid DNA, agarose gel electrophoresis, DNA restriction analysis, DNA mapping and sequencing, Southern Blot analysis, polymerase chain reaction (PCR), bacterial cloning and transformation, DNA fingerprinting, and the application of molecular biology to a cancer diagnostic test.EDVOTEK, the corporate partner, will offer equipment and reagent packages at discounted prices to workshop participants.Biotechnology for Interdisciplinary Science (Course #66) or its equivalent is recommended.

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

Dr. Chirikjian is a Professor of Biochemistry and Molecular Biology and Director of the biotechnology programs at Georgetown University School of Medicine.His research interests include nucleic-acid enzymology, enzyme cloning, and DNA mismatch detection.He is author of numerous papers in these areas and is a former Career Awardee of the Leukemia Society of America.Ms. Graf is Director of Educational Services at EDVOTEK, Inc., which manufactures equipment and experiment modules for undergraduate science education.

Course: 68

Biotechnology and Modern Drug Discovery and Development 

LYNN KLOTZ, Federation of American Scientists Working Group on Biological Weapons Verification

June 12-14, 2000 in Cambridge, MA 

Apply: HAR

Modern drug development is profoundly influenced by biotechnology.An array of drug types and therapies have been made possible by advances in molecular biology. In addition, biotechnology has influenced drug development in a number of areas from discovery through manufacturing. Even the development of small organic-molecule drugs, the traditional fare of the large pharmaceutical companies, is now heavily influenced by biotechnology through rational design using an array of molecular biology and structural methods. Yet, the biotechnology drug companies are continually in financial crisis.This short course, through consideration of technical and nontechnical aspects of drug discovery and development, aims to develop an understanding of the role of molecular biology in drug discovery, major issues facing biotechnology drug companies, why they are in financial crisis, and how they may survive.

Nontechnical topics include steps and costs for the drug development process, a comparison of biotechnology drug companies with traditional drug companies, valuation of early-stage biotechnology companies, intellectual property, and pharmacoeconomics.

Technical topics, presented at a level for nontechnical people, include the array of new drug types and therapies available from biotechnology, and an introduction to methods of modern drug discovery and development.Some specific technical topics to be briefly surveyed are rational drug design, generation of molecular diversity, oligonucleotide drugs, and gene therapy and repair.

The attendees will read assigned papers and then participate in three or four roundtable discussions on various important aspects of commercial biotechnology, including ethical issues.The course will provide college teachers with appreciation of the tasks in drug discovery and development; how the science of modern molecular biology has created a new paradigm for drug discovery; and an understanding of strategy choices in the biotechnology drug industry.

For college teachers of: any background, especially the sciences, economics and business. Prerequisites: none.

Dr. Klotz is a consultant specializing in biotechnology business and technical strategy.He has previously served as Professor and Course Director in the Harvard University Summer Executive/Professional-Advancement Program for the three-day course Biotechnology and Modern Drug Discovery and Development.He is also active in structuring a strong international Biological Weapons Convention compliance regime, serving as Chair of the Subgroup on Industry Concerns for the Federation of American Scientists Working Group on Biological Weapons Verification.He was formerly an Assistant and Associate Professor of Biochemistry and Molecular Biology at Harvard University and a Visiting Professor at Princeton University.He was a founder and board member of BioTechnica International --an agricultural, natural products and DNA probe diagnostics company.As a consultant, he co-founded and served on the Scientific Advisory Board of Codon, Inc. a biotechnology company developing gene-repair methodologies for genetic diseases. Recent consulting includes investment analysis for a large investment bank and helping a major land-grant university develop its agricultural biotechnology research program. 

Course: 69

Teaching Histories of Medicine and Healing in China

LINDA BARNES, Boston Univ., TJ HINRICHES, Conn.College, BRIDIE ANDREWS, Harvard University

March 17-19, 2000 in Cambridge, MA

Apply: HAR

April 28-30, 2000 in Cambridge, MA

Apply: HAR

Medicine in China is an excellent vehicle with which to examine non-Western science and history of science, healing in the context of culture, and aspects of East Asian studies. This course will be dedicated to exploring ways of using Chinese medicine to open up new perspectives in each of these fields.Several sample curricula will be available, and participants will be encouraged to develop their own course materials during the workshop.We will have access to a wide variety of primary sources in translation, secondary readings, and teaching aids.All readings are in English.

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

Dr. Barnes is an Assistant Professor of Medical Anthropology at Boston University School of Medicine, where she specializes in the integrative study of culture, complementary and alternative medicine, and religious and spiritual traditions.Her own approach to teaching the history of Chinese healing practices brings together her background in medical anthropology and Chinese religious traditions. Her own research has focused on the social history of American responses to Chinese healing practices.Since 1992, she has served as a consultant to faculty groups dedicated to developing their pedagogical skills and has, herself, received the Certificate of Distinction in Teaching, awarded by the Derek Bok Center for Teaching and Learning at Harvard University. She is also the Director of the Spirituality and Child Health Initiative in the Department of Pediatrics at Boston Medical Center.TJ Hinrichs teaches Chinese history and the history of medicine in China at Connecticut College.She is completing a dissertation at Harvard University on government responses to epidemics in southern China in the Song period (960-1279 c.e.), including the dissemination of medical texts and the suppression of shamans, and on related debates over theories of contagion.She has organized workshops and ongoing seminars on the reading of Chinese texts on medicine, science, and technology.Dr. Andrews is Assistant Professor of the History of Science at Harvard University.Prior to coming to Harvard in 1998,she was at the School of Oriental and African Studies of London University, and at the University of Pennsylvania.Her doctoral research on the making of modern Chinese medicine will shortly be published by Cambridge University Press.Other research interests include the history of science in imperialism, and the history of the international trade in medicinal substances.

Course: 70

Biomimetics: Materials Fabrication Through Biology

MEHMET SARIKAYA, University of Washington

August 28-Sept. 1, 2000 in Seattle, WA 

Apply:UWA(http://depts.washington.edu/matseed/chautaq/index.htm)

Note: The course will be held at the University of Washington’s Friday Harbor Laboratories at San Juan Island.Because of the added travel time needed to get to this site, the course will begin on Monday evening and conclude on Friday at noon.A special participant fee of $210 is required (plus the application fee), which covers room and board and the facilities at the FHL. 

Materials produced by organisms have properties that usually surpass those of analogous synthetically manufactured materials with similar phase compositions.Biological materials are assembled in aqueous environments under mild conditions using biomacromolecules which both collect and transport raw materials, and consistently and uniformly self- and co-assemble subunits into short- and long-range ordered nuclei and substrates.The resulting structures are highly organized from molecular to nano-, micro-, and macro- scales, often in a hierarchical manner with intricate nanoarchitectures that ultimately make up a myriad of different tissues. They are simultaneously “smart”, dynamic, complex, self-healing, and multifunctional-characteristics difficult to achieve in purely synthetic systems.Therefore, biomimetics, the use of biological principles in materials synthesis and assembly, may be a path for realizing nano- and molecular technologies.

This course will introduce biomimetics to the participants, i.e., how technological materials could be assembled and fabricated through the use of biological principles.The course will introduce the principles of materials, their structures, properties, and fabrication through current advanced engineering practices.Biological systems (single and multicellular), synthesis principles, biomaterials, and their properties will be considered. Specifically, 8 issues will be addressed:

Conventional materials building blocks; 

Structure-property correlations; 

Biological building blocks, 

Biomineralization,

Self-assembly in physical and biological systems, 

GEPI: Genetic engineering of proteins for inorganics; 

Biomimetic systems beyond materials, 

Future prospects.

The daily schedule will include 3-hrs of lectures in the morning, 2-hrs informal (question and answer) discussion in the afternoon (plus free time) and a guest lecture every evening.

For college teachers of: chemistry, physics, materials science, biology, genetics, microbiology, and computer science, chemical, electrical, and mechanical engineering. Prerequisites: none.

Dr. Sarikaya, is an associate professor of Materials Science and Engineering at the University of Washington.His research interests involve diverse areas with emphasis on structure-property correlations in materials (metals, ceramics, polymers, composites).His major interest is in biomimetics is in exploring the principles of biological syntheses and applications of these principles through biological and genetic engineering pathways in novel materials assemblies.

Course: 71

Conservation Biology Considered

DAN PERLMAN, Lincoln Institute of Land Policy

June 14-16, 2000 in Cambridge, MA 

Apply: HAR

This course explores ways in which teachers of conservation biology and environmental science can incorporate field work, case studies, and multimedia teaching tools into their courses.We discuss techniques in teaching conservation biology developed during the last nine years.These include specific field exercises, methods for developing case studies, and an exploration of a new multimedia teaching tool.Field work and case studies enable students to grasp the fundamental issues in conservation biology in a way that classroom discussions cannot.I share my teaching methods in this course.

For college teachers of: conservation biology and environmental science. Prerequisites: none.

Dr. Perlman is a Faculty Associate at the Lincoln Institute of Land Policy in Cambridge, Massachusetts, where he is writing a primer on conservation and ecology for land use planners and developers.He recently co-developed Conserving Earth’s Biodiversity, a CD-ROM on conservation biology, with E. O. Wilson, and has co-authored a college text, Biodiversity:Exploring Values and Priorities in Conservation.He was a computer programmer before getting a Ph.D. in behavioral ecology. 

Course: 72

The Loss of the World’s Marine Biodiversity

JERRY R. SCHUBEL, New England Aquarium

May 11-13, 2000 in Boston, MA 

Apply: SUSB

Perhaps the most significant impact of humans on the planet is the growing and irreversible loss of biodiversity, yet this phenomenon has failed to capture the attention and concern of the public in the same way that “global climate change” has.

In this course we will clarify the definition of biodiversity, explore the reasons for its loss, the significance of those losses, and ways to stem it.We shall concentrate on marine biodiversity and on bringing the issue to non-specialists.We will explore the use of biodiversity loss as a unifying theme for assessing the expanding ecological footprint of humans on the earth.

The program will be coordinated by Dr. Jerry R. Schubel and shall feature distinguished experts in different aspects of marine biodiversity.These will include several of the following:Mark Chandler, Les Kaufman, Scott Kraus, Stephen Palumbi, Caroly Shumway, and Greg Stone.

Participants will explore the aquarium and regional coastal marine environments to experience first hand the beauty, importance, and vulnerability of marine biodiversity.

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

Dr. Schubel is President of the New England Aquarium. He is the former Dean and founder of the Marine Sciences Research Center at State University of New York at Stony Brook.He also served as Provost at Stony Brook.He has broad research interests, with a specialization in coastal zone management.

Course: 73

Conservation,Development and Management of Marine Resources

VINCENT F. GALLUCCI and MARC L. MILLER University of Washington

June 26–28, 2000 in Seattle, WA 

Apply: UWA(http://depts.washington.edu/matseed/chautaq/index.htm)

Conservation and management of marine biological and fishery resources are treated as an interdisciplinary activity carried out by drawing upon the social and the biological sciences. This course presents theprinciples and perspectives upon which contemporary conservation and management of both harvested and unharvested populations rest. The specific topics covered include the cultural, ethical, economic and political factors that shape the policies that societies advance to conserve and managemarine resources, in the U.S., and internationally.

The use of marine resources is examined from several perspectives.Two risk analysis models are developed to examine decision making in the areas of population harvesting, conservation and management. One decision model focuses on uncertainty inthe population ecology of populations and the other upon corresponding economic uncertainty. The changing face of appreciation of the marine environment is examined via museum paintings from the romantic period to the present, clearly reflecting two further interests for the course: marine tourism and recreational use of the marine environment.The historical analysis culminates with a discussion of the evolution of environmental activism. The concepts of risk, sustainability, assessment of the condition of a fish stock and population conservation are critically examined from the viewpoints of developed and developing countries. In particular, examples of development strategies, and their derivations from policy making structures, for small scale fisheries in Latin America and Africa are examined. In these cases, management objectives include subsistence, as well as sustainability. The roles of resource co-management and foreignassistance are examined. Participants will have some reading and writing assignments.Class time will be devoted to discussions on selected controversial topics.

For college teachers of: environmental science, ecology, life sciences, social sciences or mathematics. Prerequisites: none

Dr. Gallucci is a Professor in the School of Fisheries, the School for Marine Affairs and the Center for Quantitative Science. His research focuses upon the management of marine biological and fisheries resources in developing countries and in the Pacific Northwest.He has directed research programs and served as an advisor to international organizations, governments and NGOs in Latin America, Asia and Africa. He provides advise on policy recommendations to implement strategies for conservation and management of artisanal fishing at the village level. Mosst recently, he has been working on plans for the conservation of harvested shark populations from the tropics to the Bering Sea. Dr. Miller is a Professor in the School of Marine Affairs and Adjunct Professor in the Department of Anthropology and the School of Fisheries.As a cultural anthropologist he has research interests in the management of aquatic living marine resources, coastal zone management, and environmental protection. He has studied commercial, recreational, and subsistence fisheries in a variety of domestic and international settings. Additionally, he is interested in the ways in which fisheries and other marine biological systems are influenced by recreational and tourism activities.

Course: 74

Using Science to Solve Crimes

PAULETTE SUTTON, STEVEN A. SYMES, and CYNTHIA GARDNER, University of Tennessee 

June 4-6, 2000 in Memphis, TN

Apply: CBU

Violent crimes appear in the headlines and news broadcasts every day of our lives.To the public, these events are viewed from the sociological perspective only.To the forensic scientist, these events call for the application of a wide array of scientific principles to aid in the investigation and apprehension of the perpetrator.The scientist must also be capable of conveying this information to a jury during the ensuing trial. This course will introduce the basics of conventional forensic serology; forensic anthropology; forensic pathology; and bloodstain pattern analysis.

Visually identifying a body fluid is neither reliable nor sufficient in a courtroom setting.By use of conventional forensic serology techniques, the students will participate in the analysis of body fluids for their eventual identification.Even before the blood has been tested in the forensic laboratory, it is telling us other things.What kind of assault occurred?Where did the assault occur?Which stains at a crime scene are more likely to belong to the perpetrator?Is the suspects version of what happened true?Bloodstain pattern analysis can answer these questions.

With skeletal remains or severely decomposed remains, the autopsy requires not only a forensic pathologist but also a forensic anthropologist.Hands-on exercises in forensic anthropology will present the techniques used to identify the age, race, sex, and stature of human remains. The autopsy findings and their interpretation will be presented by a forensic pathologist.

Case histories will be presented in order to demonstrate how the pieces of data accumulated by analytical techniques are formulated into a final interpretation by the forensic scientists.Hands-on exercises and demonstrations will allow the participant to formulate mechanisms for the incorporation of forensic theories and techniques into the traditional classroom setting and to enliven their science classes with practical applications from forensic science.

For college teachers of: sciences. Prerequisites: knowledge of basic undergraduate science.

Paulette Sutton is Associate Professor of Clinical Laboratory Sciences and Supervisor of the University of Tennessee Forensic Toxicology Serology Laboratory.She is a distinguished faculty member of the National College of District Attorneys, Univ. of Houston Law Center and has served as lecturer for many organizations including the FBI, various State Criminal Investigators, District Attorneys, and Defense and Prosecuting Lawyers Associations, and the U.S. Marine Corps.She has served as expert consultant for the states of Arkansas, Florida, Georgia, Indiana, Louisiana, Maryland, Mississippi, Pennsylvania, Tennessee and the U.S.Government.Dr. Symesis an Assistant Professor of the Department of Pathology at the Univ. of Tennessee, Memphis and the Assistant director of the Regional Forensic Center for Shelby County, Tennessee.Dr. Symes received the 57th certificate in North America admitting him as a Diplomate of the American Board of Forensic Anthropology.Dr. Symes has been involved with hands on forensic anthropology since 1980.His interests and research include:human skeletal biology with an emphasis on forensic tool mark and fracture pattern interpretation.His special expertise is in saw and knife marks and blunt, burning, and ballistic trauma in bone.Other interests include taphonomical influences of recent, historic and prehistoric skeletons; healing trauma in infants and adults, and 35 mm and digital laboratory and crime scene photography. Dr. Gardner is a pathologist and a Fellow in Forensic Pathology at the University of Tennessee, Memphis Regional Forensic Center.Dr. Gardner has completed post-doctoral residency training in pathology and has served as a lecturer for many different types of organizations including local law enforcement agencies, public defenders, college professors, and students in the schools of medicine and allied health.

Course: 75

Advanced Forensic Science

PAULETTE SUTTON, STEVEN A. SYMES and CYNTHIA GARDNER, University of Tennessee 

June 8-10, 2000 in Memphis TN

Apply: CBU

This course will build upon the principles covered in the Chautauqua course Using Science to Solve Crimes and introduce more advanced principles and analytical techniques.

Forensic Pathology will include in-depth material concerning:the autopsy; time of death determination; decomposition; insect activity; and natural, accidental, and violent deaths.

An advanced workshop in Forensic Anthropology will focus on trauma to bones, including sharp trauma, ballistic trauma, and blunt trauma. The advanced workshop in Bloodstain Pattern Analysis will concentrate on calculations used to determine the point of convergence and the point of origin for bloodstain patterns.Both topics will utilize hands-on case studies and laboratory exercises to demonstrate the principles.

This course will also introduce forensic toxicology, illicit drug identification, and DNA analysis.A prosecuting attorney will discuss the introduction of evidence into the courtroom setting and provide the attorneys perspective of forensic science.

For college teachers of: science. Prerequisites: knowledge of basic undergraduate science and completion of the Chautauqua Course:Using Science to Solve Crimes.

Paulette Sutton is Associate Professor of Clinical Laboratory Sciences and Supervisor of the University of Tennessee Forensic Toxicology Serology Laboratory.She is a distinguished faculty member of the National College of District Attorneys, Univ. of Houston Law Center and has served as lecturer for many organizations including the FBI, various State Criminal Investigators, District Attorneys, and Defense and Prosecuting Lawyers Associations, and the U.S. Marine Corps.She has served as expert consultant for the states of Arkansas, Florida, Georgia, Indiana, Louisiana, Maryland, Mississippi, Pennsylvania, Tennessee and the U.S.Government.Dr. Symesis an Assistant Professor of the Department of Pathology at the Univ. of Tennessee, Memphis and theAssistant director of the Regional Forensic Center for Shelby County, Tennessee.Dr. Symes received the 57th certificate in North America admitting him as a Diplomate of the American Board of Forensic Anthropology.Dr. Symes has been involved with hands on forensic anthropology since 1980.His interests and research include:human skeletal biology with an emphasis on forensic tool mark and fracture pattern interpretation.His special expertise is in saw and knife marks and blunt, burning, and ballistic trauma in bone.Other interests include taphonomical influences of recent, historic and prehistoric skeletons; healing trauma in infants and adults, and 35 mm and digital laboratory and crime scene photography. Dr. Gardner is a pathologist and a Fellow in Forensic Pathology at the University of Tennessee, Memphis Regional Forensic Center.Dr. Gardner has completed post-doctoral residency training in pathology and has served as a lecturer for many different types of organizations including local law enforcement agencies, public defenders, college professors, and students in the schools of medicine and allied health.

Course: 76

Molecular Epidemiology-Molecular Methods for Subtyping Bacterial Pathogens 

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

May 7-9, 2000 in Atlanta, GA 

Apply: CBU

Note:This course will be offered at the Science Center of the Chautauqua Satellite at Clark Atlanta University.The class will be limited to twenty participants in order to visit The Centers for Disease Control (CDC) in Atlanta.Registration and request for reduced hotel rates will be arranged before a designated cut-off date through CBU. 

Epidemiology of infectious disease is crucial in outbreak situations.Conventional “typing” methods (e.g.antibiogram profiles or bacteriophage susceptibility patterns) are less helpful today because of increased resistance to these substances.Typing methods involving DNA (primarily genomic) are the 21st Century techniques for discerning relatedness of bacterial strains.This course, consisting primarily of lectures with slides and videotapes, will focus on Molecular Epidemiology.Emerging (and re-emerging) bacterial pathogens of nosocomial (hospital acquired) and community-acquired (primarily food borne) infectious diseases will be reviewed.Methods for molecular subtyping including restriction endonuclease analysis of plasmids (REAP), pulsed-field gel electrophoresis (PFGE), ribotyping, restriction fragment length polymorphism (RFLP), repetitive element polymerase chain reaction (REP-PCR), and sequencing will be discussed.Application of these methods for both retrospective and “prospective” outbreak investigations at the Texas Department of Health will also be covered.The participants will visit the Centers for Disease Control (CDC) on Tuesday to see molecular typing methodologies of the Foodborne/Diarrheal Diseases and Hospital Infections Branches as well as CDC’s excellent exhibit CDC, Global Health Odyssey.

For college teachers of: biological science, microbiology, medical technology, pre-medical, pre-dental, pre-nursing, pre-veterinary, and pre-graduate programs. Prerequisites: none

Dr. Barth is Senior Scientist and Section Chief of the Microbiological investigation Section at the Texas Department of Health Bureau of Laboratories.Her section performs molecular typing of pathogenic bacteria.She is also Adjunct Associate Professor of Molecular Genetics and Microbiology at the University of Texas at Austin.At the University of Texas she teaches courses in public health bacteriology and human infectious diseases.

Course: 77

The Dinosaur Family Tree

J. MICHAEL PARRISH, Northern Illinois University

March 29-31, 2000 at L.A. County Museum, CA 

Apply: CAL

In recent years, the biological sciences have undergone a revolution in the way organisms are classified, and their evolutionary relationships depicted.Phylogenetic systematics, or cladistics, depict relationships among organisms through the recognition of shared derived characters, which related organisms inherited from a common ancestor in which those traits first appeared. 

This course will survey the major dinosaur groups, and will consider the theoretical and morphological basis for current hypotheses of dinosaur relationships. The museum’s exhibition galleries will be used as a teaching laboratory with which we will consider not only dinosaur classification, but current and past theories on posture, social behavior, physiology, and extinctions. We will use computer driven classification packages to see how cladistics works, using dinosaurs and their relatives as an example. 

For college teachers of: all disciplines. Prerequisites: none.High School Teachers are welcomed on a space available basis.

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

Course: 78

The Paleobiology of the Dinosaurs

J. MICHAEL PARRISH, Northern Illinois University

June 3-8, 2000 in Grand Junction, CO 

Apply: PITT

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

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

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

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

Course: 79

The Ediacaran Biota

MARK MCMENAMIN, Mount Holyoke College

August 21-23, 2000 in Pittsburgh, PA 

Apply: PITT

Enigmatic and fascinating, the Ediacaran fossil organisms (600 million years in age) continue to generate scientific controversy.Are they the most ancient animals, or are they something unusual?In what type of world did they live?Why do they suddenly appear following the world’s worst glaciation?The answers to these and other questions are beginning to profoundly influence our understanding of life’s history and evolution. 

With the help of new fossil material and casts, as well as newly developed theoretical models, workshop participants will explore the Garden of Ediacara by testing hypotheses concerning the taxonomic placement, paleoecology, and paleobiogeography of Ediacarans.Serious study of these fossils is just getting underway, and this workshop presents inviting opportunities for new discovery.

For college teachers of: historical geology, paleontology, evolutionary biology, invertebrate zoology, environmental studies and the history of science. Prerequisites: none.

Dr. McMenamin is a Professor in the Department of Earth and Environment at Mount Holyoke College. His research interests are Precambrian plate tectonics, the ecology of the Ediacaran biota, and the emergence of life on land. His most recent book is The Garden of Ediacara: Discovering the First Complex Life (Columbia University Press). He has also written, with Dianna McMenamin, Hypersea: Life on Land and The Emergence of Animals: The Cambrian Breakthrough, both published by Columbia University Press.

Course: 80

Creation, Evolution or Both?A Multiple Model Approach

CRAIG E. NELSON, Indiana University

May 17-19, 2000 in Dayton, OH 

Apply: DAY

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

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

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

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

Dr. Nelson is an evolutionary ecologist who has won major awards for his teaching of evolution and has participated in several debates with scientific creationists.He has been an invited participant at major sessions on evolution and belief, including those at meetings of the American Association for the Advancement of Science and the National Association of Biology Teachers.He wrote Creation, Evolution, or Both? A Multiple Model Approach, published by the American Association for the Advancement of Science in Science and Creation, R. W. Hanson, (ed.) in 1986 (reissued in 1999).Another key reference for the current course is Arthur Strahler, Science and Earth History: The Evolution/Creation Controversy.

Course: 81

Exploring Field Techniques and Current Topics in Estuarine and Ocean Sciences 

JAN NEWTON, Washington State Dept of Ecology and Univ. of Washington, School of Oceanography 

June 6-10, 2000 in Friday Harbor, WA 

Apply: CAL

Note: This course will be held on scenic San Juan Island at the University of Washington’s Friday Harbor Laboratories. The participant fee is $210 (in addition to the application fee) which covers room and board, ship fees, and supplies. 

This course offers a combination of hands-on experience with state of the art oceanographic field techniques, as well as lectures focused on the basics of oceanography and some of the current “hot topics” captivating the interest of the field. 

We will utilize the deep blue waters of the San Juan archipelago as our field laboratory, using deployable sensor packages onboard a ship to measure profiles of temperature, salinity, and dissolved oxygen. In class we will interpret what these measured variables are telling us about the structure and dynamics of different field environments and the implications for the food webs the systems support. We will learn how phytoplankton (chlorophyll) is measured from both simple classroom extractions and global satellites. Also, during lecture we will explore topics such as the ocean’s role in carbon cycling, El Niñño-Southern Oscillation, the Iron Hypothesis, and the importance of species. 

While a full two-thirds of the planet is saltwater, humans spend very little time in this environment, much less understanding it. Yet oceans and the other marine waters can affect all of our lives through topics diverse as weather, food resources, medicine, and recreation. While oceanography may be a small field in terms of jobs, understanding the oceans and marine systems should be accessible to all who inhabit this blue planet. This course will stress how to convey to students why oceans are important, what creates their character, how these systems influence life on earth, and how we currently measure these systems. 

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

Jan Newton is a biological oceanographer with 18 years experience studying oceanic, coastal, and estuarine systems. Currently she is a Senior Oceanographer with the Washington State Dept of Ecology where she assesses coastal and estuarine water quality for the State. She is also an Affiliate Assistant Professor at the University of Washington, School of Oceanography. Her research interests include food-web effects on material cycling and climate impacts on estuarine processes. She is currently a PI on projects to develop innovative ways of monitoring the marine environment as well as studying controls on primary production in some of the regional bays and inlets. She truly enjoys teaching and has taught a class on ocean and coastal processes during the fall at Friday Harbor Labs for Northeastern University’s East/West Marine Sciences Program for the last nine years. 

Course: 82

Ecology And Conservation Of Marine Birds And Mammals

W. BRECK TYLER, University of California, Santa Cruz

June 6-10, 2000 in Friday Harbor, WA 

Apply: CAL

Note:This course has a participation fee of $210 (in addition to the application fee of $40) which covers room and board and use of the research vessel.This course is held at the University of Washington’s Friday Harbor Laboratory. 

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

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

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

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

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

Breck Tyler is a Research Associate and Lecturer at the University of California at Santa Cruz. his professional interests include behavioral ecology, marine conservation, and teaching undergraduate field courses. He has 27 years experience studying seabirds, cetaceans and pinnipedsin California, the Pacific Northwest, Mexico, Alaska and Hawaii. He is currently co-investigator of a program to prevent and assess injury ofmarine mammals during oil spills.Each fall, he teaches a marine birds and mammals course at Friday harbor for Northwestern University’s East/West program in Marine Biology. 

Course: 83

The Ecology And Natural History of Florida’s Tampa Bay Region

JIM WYSONG, Hillsborough Community College

April 14-16,2000 in Tampa, Florida 

Apply: TXA

Florida’s Tampa Bay is one of the largest and most important estuaries on the Gulf Coast of the United States.It is also the location of one of the fastest growing communities in the nation.How can the natural environment of this area be protected from the stresses imposed by explosive growth and development and what can be done to undo damage from past abuses?

This course will provide an overview of the natural history and ecology of the Tampa Bay Region and examine efforts intended to protect and restore its fragile ecosystems.Field trips will allow participants to see the bay, its tributaries and the surrounding environs from the shore and from the water.Participants will board boats for a trip down the scenic Alafia River, showcase for some of the area’s flora and fauna (including the endangered West Indian Manatee).The maze-like collection of mangrove islands at the Cockroach Bay aquatic preserve will be navigated on another journey.In downtown Tampa, a visit to the Florida Aquarium will provide a wider perspective on Florida’s water resources.

Additional presentations by local researchers and guides will cover a variety of topics including: the area’s aquaculture industry, efforts underway to protect and restore seagrasses to the bay, watershed management practices and the history of human settlement and development in the region.

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

Jim Wysong is an Assistant Professor of Earth Science and Program Manager of Sciences at Hillsborough Community College - Brandon Campus.He is a life-long resident of Florida and is actively involved in geographic and geological education workshops and field programs.His research interests include aerial photography and mapping of seagrasses and estuarine geomorphology.

Course: 84

Hawaiian Marine Ecosystems

P. KELLY WILLIAMS, Univ. of Dayton and KIMBERLY A. SANDER, Guam Community College

July 5–8, 2000 in Honolulu, HI 

Apply: DAY

Note:This course is offered in Hawaii.Applications should be sent to the DAY Field Center.Reduced rate lodging will be offered.Participants will be responsible for approximately $150 for round trip interisland airfare for a field trip to the Island of Maui.This course has a participant fee of $250 (in addition to the application fee) which covers field trip expenses and other course related expenses.

This four-day course is an introduction to the ecology of tropical Hawaiian marine ecosystems.The chain of Hawaiian Islands is home to the largest coral reef system in the USA.This course will explore representative tropical marine systems around Oahu and Maui.Communities to be visited are coral reefs, deep reefs, rocky intertidal, beaches and mangroves.Snorkeling trips to coral reefs are planned for Hanauma Bay and Kaneohe Bay on Oahu, and Molokini Crater on the island of Maui.Participants will have the opportunity to visit these coral reef systems with faculty experienced in marine biology.Deeper reefs (up to 125’ depth) will be visited on an Alantis Submarine, a commercial submarine, on the island of Maui.Participants will visit the research and teaching laboratories at the Hawaiian Institute of Marine Biology (HIMB) on Coconut Island just off of Oahu.At HIMB we will discuss coral reef systems, be introduced to fish ecology research including the shark holding tanks, and snorkel around Coconut Island.At Coconut Island we will observe mangroves and beaches.In Kaneohe Bay we will visit beaches and the rocky intertidal.

The Waikiki Aquarium will be the focus of the first workshop day.Here we will explore the types of marine habitats and organisms found in Hawaii.The Waikiki Aquarium has a series of excellent displays of fish communities.This will also serve as our introduction to field identification for the field outings involving snorkeling.Day 2 will be an all day visit to the HIMB. On Day 3 we will fly to the island of Maui to snorkel the Molokini Crater Coral Reef.There will also be an underwater submarine trip on the Alantis Submarine to visit deeper water communities.If time permits we will visit the Pacific Whale Foundation, a center for Humpback Whale and Dolphin research.Day 4 will include a snorkel trip to Hanauma Bay and possibly the Sea Life Center.This course will involve snorkeling in the ocean.Snorkeling equipment, mask (corrected vision possible), fins, snorkel and life vest are available for weekly rental on Oahu.Participants who do not swim can take part in all activities except snorkeling.

An optional Day 5 will be offered if there is sufficient interest.Options include a SCUBA dive for certified divers and a terrestrial field trip for others.Details will be provided prior to the course.

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

Dr. Williams is a population ecologist at the University of Dayton.Since 1978 he has taught an undergraduate course in Marine Biology in Georgia and the Florida Keys.He is also a Chautauqua course director with Dr. Michael Monahan of the University of Denver for a field based course on Ecology of the Rockies.In 1996 he was a visiting scientist at the University of Concepcion in Chile where he was hosted by faculty in Natural Sciences and Oceanography.Kim Sander is a faculty member at Guam Community College where she teaches Marine Biology.She was the Science Director for Sea Camp in the Florida Keys prior to taking a faculty position at Guam Community College. Ms. Sander is trained in fish ecology.She is a professional SCUBA instructor with countless dives in the western Pacific. 

Course: 85

From Grasslands to Glacial Cirques: Ecosystems and Environmental Issues of the Colorado Front Range

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

July 22-27, 2000 near Denver, CO 

Apply: DAY

Note:This course is cosponsored by and offered in part at the University of Denver Mt. Evans Field Station. Applications should be sent to the DAY Field Center.Meals, lodging and transportation will be provided to participants at a cost of approximately seventy-five dollars per day.The number of participants will be limited to maximize the field experience.Three of the nights of lodging will be at the Field Station at an elevation of 3260 meters (10,700 feet).Those with serious respiratory or other medical problems should not
Apply without professional medical advice.

This five-day field course focuses on the ecology and environmental issues of the Colorado Front Range and vicinity, while exposing participants to the physical and biological diversity of the region.The course begins on Saturday evening at the University of Denver campus with an overview of Colorado landscapes and ecosystems.Departing campus on Sunday morning, we travel to Alamosa in the southern end of the San Luis Valley with stops to examine vegetation changes (high plains and foothills ecosystems), and geologic features (Palmer Divide, Spanish Peaks).The second morning will be spent at Great Sand Dunes National Monument near Alamosa, while the afternoon will focus on regional environmental issues (mining and water) as we drive north through the valley on our way to Mt. Evans in the Colorado Front Range.With lodging at the University of Denver Mt. Evans Field Station at Echo Lake (3260 meters, 10,700 feet), we will spend the third day exploring the Mt. Evans alpine.A paved road provides ready access to the 4270 meter (14,000 feet) elevation summit with opportunities to survey diverse alpine environments ranging from glacial cirques and boulder fields to wet and dry meadows, snowfields and krummholz.The area also supports a distinctive fauna, including white-tailed ptarmigan, mountain goats, big horn sheepand brown-capped rosy finches.

The fourth day will focus on landscape management issues in the Bear Creek Watershed on the east flank of Mt. Evans, including fire ecology, elk population management, and water quality.Extending from prairie to alpine, the watershed serves as a case study in landscape ecology where urban corridors abut public lands and wilderness.The course ends on Thursday at noon after a trip to St. Mary’s Icefield.Course participants will have the option of extending their stay through Saturday morning, with time on Friday for hiking in the Mt. Evans area or a one-day field trip to Rocky Mountain National Park.The park trip will depend on a minimum group size of eight.Transportation from the Field Station to Denver or the Denver International Airport will be provided on Thursday afternoon and on Saturday morning. 

For college teachers of: all science disciplines. Prerequisites: none.Past participants in the Ecology of the Rockies course are welcome in this new course.

Dr. Monahan is director of the Mt. Evans Field Station and is on the faculty of the University of Denver where he teaches courses in ecology and ornithology, while doing research in avian ecology.Dr. Williams is a population ecologist at the University of Dayton researching in amphibian ecology.He teaches courses in ecology, aquatic biology and vertebrate zoology.Both instructors have extensive experience with Chautauqua, having taught Ecology of the Rockies for the past decade.

Course: 86

Ecology of South-Central Alaska

BJARTMAR SVEINBJÖRNSSON and DONALD SPALINGER, University of Alaska, Anchorage

June 17-19, 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 $75 (in addition to the application fee), which covers van travel on field trips, and other course-related expenses.Optional reduced rate lodging will be available.

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

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

Those interested in an optional fourth day 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: an interest in the natural sciences.

Dr. Sveinbjörnsson is a Professor of the Department of Biological Sciences at the University of Alaska, Anchorage.He teaches courses in plant ecology and ecosystems.His research involves controls on treeline dynamics and global change as well as the ecology of mosses and lichens.Dr. Spalinger is a regional research coordinator with the State of Alaska Department of Fish and Game and an Associate Professor in the Department of Biological Sciences where he teaches courses in zoology and animal ecology.His research is primarily in grazing and browsing ecology of mammals.

Course: 87

Wildlife Of Midway Atoll

HEIDI AUMAN, Midway National Wildlife Refuge

July 5-8, 2000 on Midway Island

Apply: CAL

Note:The exact dates of the course will depend on the air service to the Island.By the time of this course it is expected that there will be two flights per week allowing the course to be done during July 5-8.However, there is the possibility that there will only be a single flight per week necessitating the longer stay.

The course begins at the INTER ISLAND TERMINAL in HONOLULU where we boardALOHA AIRLINES for the 3 hour flight to Midway Atoll.During this flight you will fly over some of the most remote islands in the world including French Frigate Shoals and Gardiner Pinnacles before landing at Midway in the early evening. The following day begins with an orientation on the Island and its history.During the rest of your stay on Midway you will be introduced to the varied marine wildlife of the lagoon as well as the huge bird colonies on Sand and Eastern Island the two main islands of the Midway Islands Atoll system. You willalso have an opportunity to visit the many monuments to America’s most remote battlefield in the central pacific. These monuments to the great Battle of Midway (June 1942) are as inspiring as the monuments at Gettysburg. 

Transportation to Midway:Many airlines serve Honolulu, however only ALOHA AIRLINES provides scheduled air service to and from Midway Island. As of November 1, 1999 Aloha Airlines is planning to provide scheduled service to Midway on Saturdays in the Summer of 2000. Additional Wednesday flights may also be scheduled.The costs form Honolulu is $496 round trip.Housing and Meals on Midway are handled by Midway Phoenix Corporation. Various meal and housing plans will be available starting at $50/per day per person.Deep see fishing and or skin diving activities which can be arranged at Midway on a space available basis.

For college teachers of: science. High School and Middle School teachers can be accommodated on a space available basis. Prerequisites: a reasonable understanding of basic biology and an interest in the ecology of remote island atoll systems.

Heidi Auman, resident expert on the Sea Birds of Midway and a permanent resident of the Island.She will be assisted by other staff from theMidway National Wildlife Refuge. 

Course: 88

Ecology of Mammals of the Eastern U.S. Deciduous Forest

JOSEPH F. MERRITT, Powdermill Biological Station (http://www.clpgh.org/cmnh/powdermill), Carnegie Museum of Natural History

August 5-10, 2000 in Rector, PA 

Apply:PITT

The Eastern U.S. is endowed with a fascinating and varied assemblage of mammals.An understanding of their natural history is a key to ensuring that these animals will be preserved for future generations to cherish and enjoy.This lecture and field course will focus on the identification, natural history, behavior and ecology of Eastern U.S. mammals ranging from bats and shrews to elk.Proficiency will be gained in identification and live capturing of mammals.Participants will live trap, mark, and release small mammals, mist net bats, and employ radiotelemetry techniques to understand the secretive habits of mammals.In addition, the participants will discuss research in the physiological ecology of small mammals underway at Powdermill Biological Station and visit the research collections of the Section of Mammals, Carnegie Museum of Natural History in Pittsburgh (http://www.clpgh.org/cmnh/powdermill).

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

Dr. Merritt (http://www.pitt.edu/~biohome/faculty/merritt.html) is Resident Director of Powdermill Biological Station, the field station of the Carnegie Museum of Natural History.He is a physiological ecologist specializing in adaptations of mammals to cold.Dr. Merritt is the author of Guide to Mammals of Pennsylvaniapublished by the University of Pittsburgh Press and coauthor of the market-leading college textbook,Mammalogy: Adaptation, Diversity, and Ecologypublished by McGraw-Hill Company.He teaches mammalogy at the University of Pittsburgh’s Pymatuming Laboratory of Ecology and courses in mammalian ecology at the Adirondack Ecological Center (SUNY, ESF), and Antioch New England Graduate School.

Course: 89

Experiencing Environmental Education in a Mexican Cloud Forest

REYNALDO RAMIREZ, JR., The University of Texas at Brownsville

June 25-28, 2000 in Mexico 

Apply:TXA

Note:Participants must prepare for a physically challenging experience since the terrain demands moderate to highly rigorous physical conditioning.Participants are responsible to arrange transportation to and from Brownsville, Texas.The cost of lodging, meals, local transportation, bus transportation fees, travel visa fees and other expenses associated with the course will be paid by the participants.

The lack of foothills between the Gulf of Mexico just eighty-five miles to the east and the easternmost range of the Sierra Madre Oriental mountain range produces a unique hydrologic and biological situation found in only two other places in the world.In a matter of a few miles the warm moisture-laden air from the gulf ascends the slopes and condenses to form clouds so thick that individuals just a few feet away are lost in the mist.Rancho del Cielo lies at an elevation of 3,200 feet above sea level.It is nearly 2,000 acres of climax forest in the UNESCO Biosphere Preserve.Here the conditions provide a prime place to study birds, reptiles, mammals, ferns, mushrooms, insects, and plants that have adapted to this environment.

For college teachers of:environmental science, environmental education, biological sciences, ecology or ornithology. Prerequisites:The program will be oriented toward participants who have some knowledge and background of biology, ecology, environmental science and /or environmental education.Good physical conditioning is required.Also, due to the higher altitude conditions, persons with or are prone to heart problems should potentially reconsider application.

Dr. Ramirez, is an Assistant Professor of Secondary and Science Education at the University of Texas at Brownsville.He teaches and researches in the area of science teaching and learning.His favorite topic is environmental education methods.Dr. Ramirez has been involved in many professional development projects that have taken trips to several locations in Mexico.He has recently developed an interest in implementing experiential curricula to develop knowledge, skills and attitudes that match the goals of environmental education.His personal interests include the use of techniques and materials that teachers can employ to study birds, reptiles and insects.

Course: 90

Tropical Economic Botany

DUANE A. KOLTERMAN, University of Puerto Rico

March 7-10, 2000 in Mayagüez, PR 

Apply:TUCC, UPR

Note:This course is cosponsored by the Resource Center for Science and Engineering of the University of Puerto Rico and is offered at the Mayagüez campus.Applications from the mainland should be sent to the TUCC Field Center.Applications from Puerto Rico should be sent to the UPR Satellite Center.Participants from the mainland should plan to arrive in San Juan airport on March 6, 2000 and are advised to contact the UPR-Satellite Center before making their airline reservations.Limited space will be available at the UPR-Mayagüez College Hotel (mostly double-occupancy); for reservations and costs contact the UPR-Satellite Center.This course has a participant’s fee of $40 (in addition to the application fee), which covers terrestrial transportation. 

A lecture and field course on the origin, classification, characteristics, and human utilization of tropical and subtropical plants and their products, including foodstuffs (particularly starchy crops and tropical fruits), beverages, oils, fibers, wood, and medicinal plants, as well as major groups of tropical ornamentals.In addition to lectures in the classroom, information will be discussed en route to diverse production facilities in Puerto Rico.

For college teachers of:all disciplines, particularly biology, agricultural sciences, social sciences, and home economics. Prerequisites:none.

Dr. Kolterman is a Professor in the Department of Biology, University of Puerto Rico at Mayagüez where he teaches botany, economic botany, and plant physiology.His present research is related to conservation biology, floristics, and plant biosystematics.He teaches courses in introductory botany, plant physiology, economic botany, and plant nomenclature.

Course: 91

Tropical Forests in Costa Rica

BARBARA BENTLEY, University of Utah

April 3-9, 2000 in Costa Rica 

Apply:SUSB

Note:The course will be conducted in Costa Rica under the auspices of the Organization for Tropical Students (OTS).Participants must make their own arrangements for transportation to San Jose, CR.Lodging, meals, OTS fees, and transportation costs associated with field trips will be paid by participants, and amounted to about $450 last year.

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

For college teachers:intending to teach environmental sciences, field biology or related courses. Prerequisites:none.

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

Course: 92

Therapeutic Plants: Biological, Chemical, Cultural and Legal Aspects

ROGER W. SANDERS, Botanical Research Institute of Texas

July 30 - August 3, 2000 in Taos, N.M. 

Apply:TXA

Note:This course will be conducted at SMU-in-Taos at Fort Burgwin (Southern Methodist University’s field campus near Taos, NM.).Campus housing is available.

The burgeoning use by the public of herbal medicines and nutriceuticals, demands greater attention from academic programs that relate to medical training.Not only does one need to understand the chemistry and biological activity of effective medicinal plants, but also the impact that increasing exploitation of these plants has on the environment, the cultural context of utilization, and governmental interest in regulating trade.Lectures will focus on summarizing each aspect as well as integrating them into an interdisciplinary whole.Emphasis will be on applying these general concepts to selected therapeutic plants of the Southwest.Integration of the concepts will be promoted by the field trips, lab observations and resulting discussions.

SMU-in-Taos is well located for studying all aspects of medicinal plants.Local herbal shops and markets reflect the Native American and Hispanic cultures in which most of the Southwestern medicinals were discovered and are still applied.Likewise, many of the plants that appear in the local markets grow nearby in their native habitats in diverse life zones from alpine meadows to open desert.

Located at 7,400 feet elevation in the Sangre de Cristo Mountains, Fort Burgwin began as an Army outpost in the 1850’s.It was abandoned after the Civil War and fell into private hands.With the help of interested supporters, SMU acquired the property in the 1960’s and began restoring, modernizing, and amplifying it to provide a unique setting for summer course in the humanities, natural and social sciences, as well as performing and studio arts.See web site at http://www.smu.edu/~smutaos.

For college teachers of:biology, (pre)medicine, environmental studies and anthropology. Prerequisites:a basic understanding of organic chemistry.

Dr. Sandershas a Ph.D. in plant systematics from the University of Texas at Austin.Currently he is Research Associate with the Botanical Research Institute of Texas, Fort Worth, and is an adjunct in the Department of Biology, SMU.

Course: 93

The Creative Process in Science And The Arts

RALPH DAVIS, Albion College

June 15-17, 2000 in Austin, TX 

Apply:TXA

The focus of this course will be the creative process in western culture, particularly as it applies to science and the arts.It will survey some of the more prominent approaches to the study of creativity highlighting not only the creative process itself, but those conditions - personal, cultural and historical - that seem most conducive to the production of exceptionally creative individuals and accomplishments.The course will draw on recent and classic material from the fields of psychology, cognitive studies, philosophy, the history of science and the arts, including the contributions of Amabile, Csikszentmihalyi, Feldman, Gardner, Hadamard, Perkins and Weisberg with an emphasis on Dean Kieth Simonton’s recent book, Origins of Genius:Darwinian Perspectives of Creativity. Case studies and biographical materials will touch on such persons as da Vinci, Darwin, Einstein, Feynman, Freud, Hardy, McClintock, Newton, Poincaré and Ramanujan, as well as various persons in the arts.Definitions which try to identify the common creative ground in science and the arts will be examined along with the associated notions of imagination, intelligence, insight, problem-solving, genius, prodigy, etc.Less obviously related areas such as complexity theory, evolutionary psychology and certain trends in post modernist thinking will also be considered.And, in light of the above, we will explore the possibilities of enhancing the creative process in both our classes and our own work.

For college teachers of:all disciplines. Prerequisites:none

Ralph Davis is Professor of Philosophy at Albion College and editor of the forthcomingJossey-Bass title, New Educational Challenges in Science.

Course: 94

Creativity and Innovation

G. GRAHAM ALLAN and ZINOVY ROYZEN, University of Washington

July 17-19, 2000 in Seattle, WA 

Apply:UWA(http://depts.washington.edu/matseed/chautaq/index.htm)

This course will broadly explore the concepts of creativity and innovation in terms of assisting every teacher to release these innate abilities in themselves and their students in all fields of education.

The topics covered will include;Why creativity is important,especially in teaching, Life,creativity and work as a continuum,Keeping a creativity diary,Where creativity occurs,Humor and creativity,Why innovation is necessary in modern society,Why innovation is the basis for global trade,Phases of creativity,The mind as a pattern maker,Discussion of techniques for developing creativity,Vertical and lateral thinking,Generation of ideas by brainstorming,Theory of inventive problem solving (TRIZ),Creative idea evaluation by the PNI technique,Generation of ideas by the use of Synectics,Creative idea screening by spectrum analysis,Generation of ideas by random associations,Computer-aided creativity,Generation of ideas by morphological changes,Imaging ideas by generative graphics,Creative games,Creation,protection and exploitation of ideas,Patents,copyright,trademarks and trade secrets,Negotiating the sale of ideas or innovations,Finding your own rainbow,Starting your own creative enterprise,Location of venture capital,Creative advertising and promotion,Using creativity to find a new job or make a new career.

For college teachers of:all disciplines. Prerequisites:none

Graham Allan, Department of Chemical Engineering and Zinovy Royzen, College of Forest Resources are both faculty members at the University of Washington in Seattle.Both are prolific inventors and expert problem solvers.Prof. Allan’s class on this subject has been rated “one of the five courses not to be missed at the U.W.”.Recently he has been assisted byAffiliate Associate Professor Royzen,who is the leading U.S. exponent of TRIZ,the Russian Theory of Inventive Problem Solving.Prof. Royzen has taught this powerful technique to major companies around the world.He wasrated “among the top 10% of the more than 200 instructors who lectured for the UCLA Extension in 1998/1999”.

Course: 95

The Limits of Science

HANS CHRISTIAN VON BAEYER, College of William and Mary and RALPH DAVIS, Albion College

May 4-6, 2000 in New York City, NY

Apply: SUSB

There has been a great deal of interest lately in the “limits of science.”Some suggest that in certain areas science may be constrained by the finite nature of the human mind and that there may be certain dimensions of the universe whose nature and complexity may exceed our rational capacity to understand.Society’s investment in pure science continues to come under close scrutiny.Some voice an anxiety towards genetic engineering, cloning or work with fetal tissue.What is the nature of science?To what extent is it informed by fact, narrative or simply “local consensus?”And how might science’s perception of itself shape or limit its practice?These issues, together with the increasingly widespread belief in various forms of pseudo-science have encouraged a general skepticism towards legitimate science and constitute a cultural challenge that has been described as “science under siege.”The course tries to distinguish between “science bashing” and legitimate criticism, touching on topics ranging from physics, cosmology and mathematical modeling to evolutionary biology and the nature of consciousness.

For college teachers of: all disciplines. Prerequisites: modest preparation required with a brief reading list supplied at time of registration.

Dr. von Baeyer is Professor of Physics at the College of William and Mary and the author of Warmth Disperses and Time Passes: A History of Heat, Taming the Atom, and The Fermi Solution.Ralph Davis is Professor of Philosophy at Albion College and editor of the forthcomingNew Educational Challenges in Science.

Course: 96

Science in the New Millennium: Summit of Truth orSlippery Slope? (Welcome to the Culture Wars!)

CATHLEEN C. LOVING, Texas A&M University and BERNARD ORTIZde MONTELLANO, Wayne State University

June 8-10, 2000 in Austin, TX 

Apply: TXA

Participants will better understand the origin of the “culture wars” and spend time determining their philosophical profile.They will handle questions more completely such as “What is science?”, “What is it not?” when compared to religion, “Traditional ecological knowledge,” and technology.Similarities and differences between the “Ways of knowing” in the social sciences, natural sciences, and humanities will be explored.As a result, participants will be better able to judge textbooks and curriculum materials, and help their students judge informal science exhibits and science in the news.There will be an emphasis on identifying the characteristics and providing examples of “culturally relevant science” that is also good science at various levels.The common elements of various reform efforts in U.S. science education (AAUS, National Science Standards, state standards) will be identified and applied to undergraduate science teaching.

Active participation includes role playing, playing the philosophy of science card game, sharing current knowledge and newly gained expertise through “jigsaw” group techniques, and using a curriculum development framework to analyze sample science materials.

For college teachers of: all disciplines, especially natural and social sciences. Prerequisites: none.

Dr. Loving is interested in the relationship between history, philosophy, and sociology of science and science teaching.She teaches graduate courses dealing with how views on the nature of theory and the nature of science impact teaching and research agendas.She has a number of articles and monograph chapters, one of which recently appeared as lead article in the American Educational Research Journal entitled: “From the summit of truth to the slippery slopes:Science education’s journey through positivist-postmodern territory.”Dr. Ortiz de Montellano is currently Emeritus Professor of Anthropology.He has taught at various universities and has published over 50 articles, the book, Aztec Medicine, Health and Nutrition, and a number of articles on Afro centric pseudo science.Currently he is writing a textbook and a teacher’s manual on culturally relevant science for Hispanics.

Course: 97

Census 2000: A Resource for Undergraduate Teaching and Research

DUDLEY L. POSTON, JR., Texas A&M University

May 3-5, 2000 in Dayton, OH 

Apply: DAY

Census 2000 will be conducted on April 1, 2000, and will be our country’s 22nd decennial census.The census and its data, concepts, procedures and applications provide a rich resource for college teachers.The purposes of this short course are to introduce and review the 2000 census of population and housing - its form, content, concepts, proposed data products and methodology - and to explore how these materials may be used in undergraduate teaching and research.The census of 1990 will also be discussed, and there will be hands-on demonstrations of several forms of computerized data, and mapping from the 1990 census (most of which carry over to Census 2000).In doing so, we will endeavor to assist college teachers in gaining access to, and in using, these proposed materials from Census 2000 as well as those from the 1990 census.The Census Bureau’s “American Community Survey” will also be discussed, and access to it will be demonstrated.

Other US censuses and international censuses (particularly the 1990 census of China) will also be covered, as well as other sources of population data, such as registers and sample surveys.Microcomputer applications will also be introduced and explored, to include software for classroom presentation, statistical packages, and utility software for data analysis.Computerized data extracts and products from the 1990 U.S. and China censuses will be introduced and used in this short course.Census materials on the Internet will also be explored and discussed, and their retrieval will be demonstrated.Discussions will also focus on various substantive and methodological issues involving the census and data collection, including under-enumeration, census sampling, and Congressional apportionment approaches.Examples of class projects based on many of the above items will also be presented and discussed.

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

Dr. Poston is Professor of Sociology, and the George T. and Gladys H. Abell Professor of Liberal Arts at Texas A&M University.He formerly taught sociology and demography at Cornell University and at The University of Texas at Austin.He has published over 180 papers, chapters and reports on various sociological and demographic topics, and has co-authored/edited eight books, including Census 80: Continuing the Factfinder Tradition; The Population of the South; Essays in Population Economics; The Population of Modern China; Thirty Million Texans?; and Continuities in Sociological Human Ecology

Course: 98

Geographic Information Systems and the Urban Environment

RICHARD P. GREENE, Northern Illinois University

May 18-20, 2000 in Pittsburgh, PA

Apply: PITT

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

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

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

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

Course: 99

Non-Traditional Families at the 21st Century: Challenges and Implications

PAULINE I. ERERA, University of Washington

July 10-12, 2000 in Seattle, WA 

Apply:UWA(http://depts.washington.edu/matseed/chautaq/index.htm)

The traditional two-parent heterosexual family with shared birth children is no longer the most prevalent family structure, having given way to a host of alternative family styles.An examination of non-traditional families challenges our views and assumptions about the family, its structure, and dynamics and demonstrates new ways of family life.

Drawing on current research, the course will address common themes experienced by non-traditional families.These include structural dimensions (e.g., residential and non-residential family members, multiple parental figures, birth parents and non-birth parents), legal and policy issues (e.g., discrimination, stereotypes, child care, child support, the feminization of poverty).It will also address the implications of common stereotypes and beliefs with regard to blood relations, mothering, fathering, domestic division of labor, and gender.

These issues will be illustrated on a wide range of non-traditional families, most notably single-parent families, foster families, adoptive families, step-families, and lesbian and gay families. The course will highlight the lessons to be learned from non-traditional families in the following areas: gender equity, intimacy and couple relationship, blood ties and kinship, family boundaries, and social support.

As part of the course work, participants will conduct an interview with a non-traditional family of their choice.

For college teachers of all disciplines, especially sociology, psychology, education, anthropology, social work, and women’s studies. Prerequisites: none.

Dr. Erera is an associate professor at the University of Washington’s School of Social Work.She has a MSW from the University of Haifa and a Ph.D. from Cornell University with over 20 years experience including direct practice, teaching, supervision and research.Her publications include articles on step-families, lesbian families, foster families, and divorced non-residential fathers.She is currently completing a book titled Understanding Non-traditional Families

Course: 100

Nationalism

LIAH GREENFELD, Boston University

June 26-28, 2000 in Boston, MA 

Apply: PITT

This course will be devoted to the exploration of the related phenomena subsumed under the umbrella term “nationalism”: national consciousness and identity, nations and nation-states, and forms of nationalist ideology.We shall explore these concepts, understand their nature, explain their emergence, spread and staying power, and analyze their role and impact in modern politics.

This analysis should throw a new light on many perplexing aspects of modernity and help us interpret the recent fall of communism and assess the possibilities of democratization and implications of the economic globalization.

During the first half of this course we shall discuss recent theories of nationalism and examine them against the background of historical evidence.The second half of this course will deal with nationalism as a factor in modern politics and society.We shall consider, in particular, the relations between nationalism and the state, and nationalism and class-structure, as well as links between nationalism and communism, nationalism and democracy, and nationalism and violence.

For college teachers of: political science, history, sociology, area studies in Western and Eastern Europe and America, and interested others. Prerequisites: none.

Dr. Greenfeld is the author of Nationalism: Five Roads to Modernity (Harvard University Press, 1992), Different Worlds (Cambridge University Press, 1989) and numerous articles in publications ranging from professional journals to The New Republic.A native of the Soviet Union, she holds a degree from Hebrew University of Jerusalem.Formerly she was John L. Loeb Associate Professor of Social Sciences at Harvard, currently she is a member of the University Professor’s Program at Boston University.Professor Greenfeld has also taught at the University of Chicago, RPI and MIT.

Course: 101

The Unfit: A History of a Bad Idea

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

June 8-10, 2000 in New York City, NY 

Apply: SUSB

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

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

Elof Axel Carlson is a Suny Distinguished Teaching Professor in the Department of Biochemistry, SUNY at Stony Brook.He is the author of The Gene:A Critical History; Genes Radiation, and Society: The Life and Work of H.J. Muller; and Human Genetics.

Course: 102

Achieving Peace and Stability in the Persian Gulf: a Middle Eastern Perspective

SEYED KAZEM SAJJADPOUR, Institute for Political and International Studies, Tehran, Islamic Republic of Iran and LESTER G. PALDY, State University of New York at Stony Brook

March 23-25, 2000 in New York City, NY 

Apply: SUSB

No region is more important to world stability than the Persian Gulf.Its energy resources alone would make its stability a matter of the highest priority for both advanced and developing states.More significantly, its cultural contributions to world civilization will stand long after the last oil well is exhausted and provide reason enough for all people to seek stability and peace there.Yet in recent decades, conflicts have racked the region and have led to great suffering.The long-standing Arab-Israeli conflict, the war between Iraq and Iran, and the Gulf War are only some of the more prominent markers in a pattern of conflict that has been stimulated by the large flow of arms to the region.

This seminar will examine Persian Gulf stability and security issues from a Middle Eastern perspective.It has been organized by the State University of New York at Stony Brook and the Permanent Mission to the United Nations of the Islamic Republic of Iran. It will exemplify the spirit of suggestions by the Presidents of the U.S. and Iran that scholarly discussions of regional, cultural, and international issues can make an important contribution to mutual understanding and conflict resolution.Invited speakers will address issues and participating teachers will have an opportunity to gather information that can be used in their own college and university classes.

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

Dr. Sajjadpour is Director of the Institute for Political and International Studies in Tehran.Lester Paldy is Distinguished Service Professor at the State University of New York at Stony Brook and has served on U.S. arms con