Course: 1

Teaching Creative Thinking to Enhance Critical Thinking
SIDNEY J. PARNES, Buffalo StateCollege
June 7-9, 2001 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

Calibrated Peer Review: A Writing and Critical Thinking Instructional Tool
ARLENE RUSSELL, ORVILLE CHAPMAN, UCLA and TIM SU, City College of San Francisco
July 19-22, 2001 in Los Angeles, CA
Apply: CAL

Note: Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         Calibrated Peer Review™  CPR), a new, discipline independent, instructional (Web-based) management tool enables an instructor to make frequent writing assignments that probe student understanding of concepts without increasing the instructor's "grading" load. In CPR assignments, students "write-to-learn." CPR instructors can choose materials from the growing library of field-tested CPR assignments in chemistry, biology, and economics, or they can create their own assignments. In a CPR assignment, students write short essays on a specific topic. Guiding questions focus both the direction that students should take in organizing their thoughts for the essay and encourage critical thinking about the topic. After electronic submission of the essays, the students review "calibration" essays that are exemplary, contain misconceptions, or include common errors. When students demonstrate they are competent reviewers, they review three anonymous essays written by their peers and finally their own essays. To launch a "CPR assignment," an instructor selects an assignment, creates a class list, and sets the due dates for essay submission and assignment completion. At the workshops, participants will: Experience an actual "CPR assignment," taking one as a student, Learn how to "launch" and monitor an assignment, Learn how to assess the rich set of feedback information on group or individual student progress and performance that is available at a "click of a mouse." Learn how to become proficient in developing new and creative CPR writing assessments for students.

For college teachers of: undergraduate science, math, technology and social science courses, and graduate students interested in an eventual teaching career. Prerequisites: none, but potential proposers of NSF CCLI grants in any science area are encouraged to attend this workshop. To use CPR assignments at an institution, students will need to have regular access to computers with Internet capability. More information may be obtained from the Calibrated Peer Review web page: http://cpr.molsci.ucla.edu.

Dr. Russell, a Senior Lecturer at UCLA in both the Department of Chemistry and Biochemistry and in the Department of Education, is a co-developer of the Calibrated Peer Review TM (CPR) program, a product of the Molecular Science Project–an NSF systemic reform initiative. Dr. Chapman, Professor of Organic Chemistry at UCLA and a member of the National Academy, is the creator of the Calibrated Peer Review program and PI of the Molecular Science Project. Dr. Su, Professor of Chemistry at City College of San Francisco provides technical support for all new users. All three leaders have used CPR extensively in their own courses, are CPR assignment authors, and have led CPR workshops for faculty from high schools through research universities, in disciplines as varied as chemistry, biology, physics, computer science, history, education, English, ESL, and economics.

Course: 3

Constructive Processes in Learning and Teaching
DIANE L. SCHALLERT, The University of Texas at Austin
May 16-18, 2001 in Austin, TX
Apply: TXA

Note:         Please check http://www.edb.utexas.edu/coe/depts/CI/scied/chautauqua/ for any updates on this course.

         It is easy for college teachers to operate "on automatic" when it comes to their teaching duties. True, they are likely to be devoted to incorporating the latest disciplinary knowledge in their lectures. However, in the press of everything else they have to do, worrying about the best way to present that information or about how their students' minds and emotions will be affected is often a low priority for college teachers. This course is intended to provide an opportunity for reflection on some of the latest insights that scholars and researchers interested in the process of learning and teaching have to offer.

         Taking first a cognitive perspective, we will discuss how students think, how they use their existing knowledge to filter and interpret everything they observe, hear, and read, and how they change their existing knowledge. We will consider how learning is always a social and cultural experience, reflecting the context in which it occurs. We will then explore the emotional and motivational side of learning, the point of intersection between affect and cognition. Throughout our discussion of the learning process from cognitive and socio- constructivist perspectives, we will refer to what practitioners and scholars have had to say about the teaching process. Thus, course participants should come away with a better understanding of their students and of how to teach them more effectively.

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

Dr. Schallert is a Professor of Educational Psychology at The University of Texas at Austin where she teaches a course on learning, cognition, and motivation in the undergraduate teacher preparation program, and graduate courses in learning and cognition, psycholinguistics, models of comprehension, and theories of writing. Her most recent research interests have been focused on how affect intersects the thought-language transaction in learners, readers, and writers.

Course: 4

Process Workshops - A New Model for the Science Classroom
DAVID HANSON and TROY WOLFSKILL, State University of New York
June 7-9, 2001 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 a process-workshop classroom appropriate for introductory science courses in specific disciplines such as chemistry, biology, and physics. Teaching strategies that help make it successful will be reviewed, and both text-based and computer-based materials that support this learning environment will be examined. The process-workshop format is being developed through grants from the National Science Foundation.

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 Instructional Support Specialist in Stony Brook's Center for Excellence in Learning and Teaching. He has taught at the college level, developed process-oriented cooperative learning activities, and currently is developing a computer-based learning system, LUCID (Learning and Understanding through Computer-Based Interactive Discovery).

Course: 5

Using Classroom Assessment Techniques to Improve Student Learning
JON STRATTON, Walla Walla Community College
July 18-20, 2001 in Seattle, Washington
Apply: UWA

         With the current national emphasis on assessment, many higher education faculty feel the need to understand and employ effective assessment of student learning and of their own classroom teaching. Classroom assessment techniques (CATs) are very well suited to meet this need. CATs are ungraded, anonymous feedback instruments used to evaluate and improve both student learning and faculty instruction.

         The short course will interweave periods of reflective discussion and hands-on opportunities, with emphasis on the later. Initially, participants will review the rationale for classroom research and assessment. After completing a teaching goals inventory, they will examine, practice, and evaluate specific CATs, with an eye to adaptation in their own courses. Participants will practice interpreting actual student feedback data, and will practice various techniques.

         At the simplest level, CATs are used to discover how well students have learned what teachers want them to learn on a given day. After examining the results, teachers can modify instruction accordingly. For example, a teacher solicits from each student an anonymous written response to the question, "What is the most important thing you've learned today?" Reviewing the results provides the teacher with reactions to two (at least) important questions: How well did the students learn what the teacher thinks is "the most important thing" taught today? What clues for improving instruction in this specific class are contained in the responses?

         On a more complex level, CATs are context-dependent, interactive, multiple-focused, formative, largely qualitative assessments. They are "conversational" rather than "standardized," "personal" rather than "disengaged."

         Participants will work from Classroom Assessment Techniques, by Thomas A. Angelo and K. Patricia Cross.

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

Dr. Stratton is an Instructor in Philosophy at Walla Walla Community College and an adjunct in the graduate Department of Education at Walla Walla College in Washington State. He has given presentations in Classroom Assessment Techniques at several Outcomes Assessment Conferences and Abilities Institutes in Washington. He presented CATs workshops at the National Institute for Staff and Organizational Development at the University of Texas (NISOD) in 1997 and 1998. He was awarded the NISOD Excellence Award for teaching in 1998, and the Exemplary Status Award from the Washington State Community College Humanities Association in 1997. Dr. Stratton has led a number of workshops for college faculty in outcomes assessment with an emphasis on critical thinking. He is the author of Critical Thinking for College Students (Rowman and Littlefield, 1999).

Course: 6

Ethics for Science and Engineering
THOMAS G. STOEBE, University of Washington
June 4-6, 2001 in Seattle, WA
Apply: UWA

         From the Challenger disaster to more mundane faulty fasteners, ethics applied to science and engineering has attracted increasing attention in recent years. Students are increasingly interested in ethical issues, and engineering curricula are required to have ethics components for accreditation. Yet science and engineering instructors seldom have any training in ethics, having focused their backgrounds on technical issues. This short course provides a new approach to introductory ethics that is both practical and accessible. Practically-oriented ethics modules are introduced that can be included in existing courses or used to develop a stand-alone seminar on the topic, depending on need. Lecture material and case studies are presented in areas such as conflict of interest and environmental awareness, along with resolution of ethical conflicts, applications to justice, and a variety of related topics. Classical virtue theory is used to provide a time-tested, simple and easily remembered basis for ethical reasoning, and the cases used are oriented to settings that will be familiar to students. Suggested texts and reference materials are presented to assist the instructor in adapting the needed modules or developing the new seminar.

For college teachers of: science and engineering at college or high school level, and for graduate students interested in teaching at these levels. Prerequisites: none.

Dr. Stoebe is Professor of Materials Science and Engineering at the University of Washington. He has taught ethics as a subject for engineers for many years in his courses, and has developed a seminar series that incorporates communication, professional responsibility, leadership and quality; all as related to ethical principles and practice. He has over 100 technical publications in both materials science and in education, is active in preparation of secondary teachers to teach science, and has developed numerous outreach programs for students and teachers.

Course: 7

Cross-Disciplinary and Interdisciplinary Approaches in Teaching College Science
BRIAN HAGENBUCH and GERARD L'HEUREUX, Holyoke Community College
May 30 - June 1, 2001 in Memphis, TN
Apply: CBU

         Many non-science students find traditional science classes to be "boring, difficult, and irrelevant." In an effort to change this attitude, we have designed cross-disciplinary and interdisciplinary team- taught science courses that integrate both the content of scientific knowledge with the context in which science is used. We focus on student-active learning and constructivist methods where instructors act primarily as facilitators of knowledge, not 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 and identify its strengths and weaknesses.

         Building upon the context in which science shapes knowledge, learners explore the nature of Nature by becoming familiar with basic scientific principles that govern matter and change 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 teaching methods that incorporate effective student active learning strategies and the justifications for integrating both the content and context of science in undergraduate courses for non- science majors. Chautauqua participants will become actively involved in small-group discussions, fishbowl interactions, problem-based learning, jigsaw-puzzle strategy, seminaring, observation and hypothesis development, emergent pedagogy, creating a team- taught science course, and other presentations. Participants will be actively involved in pedagogical strategies that can be adapted with many disciplines.

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

Dr. Hagenbuch is Assistant Professor of Biology at Holyoke Community College and teaches general biology, current environmental issues (a distance education course), topics in science, and learning communities linking science and the humanities such as "What is Life" and "You Are Here: Nature, Ecology, and Home." He is a participant in the NSF SENCER Project (Science Education for New Civic Engagements and Responsibilities) and STEMTEC. He has explored the use of web- based learning, distance education, and community service learning to increase scientific literacy. He is also actively engaged in increasing access to science for students with disabilities. Dr. L'Heureux is Professor of Chemistry at Holyoke Community College who also teaches geology, oceanography, 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 HCC Coordinator for STEMTEC. He is also a member of the FIPSE Learning Community Leadership Team at Holyoke Community College and has been active in the National Learning Communities Dissemination Project with the Washington Center for Improving the Qaulity of Undergraduate Education. He has taught numerous learning communities that include "Old Myths and New Paradigms in Science and Literature" that integrates Language & Literature with a lab science course as well as "Math, Mind and Matter" that integrates math and science. Gerard L'Heureux is the 2000-20001 recipient of the Elaine Marie Faculty Chair for Teaching Excellence at Holyoke Community College.

Course: 8

Interdisciplinary Science Education: A Model Course CHARLES M. WYNN, Eastern Connecticut State University and ARTHUR W. WIGGINS Oakland (Michigan) Community College
June 21-23, 2001 in Dominguez Hills, CA
Apply: CAL

Note: Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         While the educational value of offering interdisciplinary science courses is documented by the AAAS, the National Research Council, and the White House, translation if this idea into practice is problematic. College science teachers are understandably hesitant about becoming involved in the design and implementation of courses in which they are not formally trained. This forum will provide a model syllabus that can readily be tailored to individual needs. Its underlying theme is a scientific method of inquiry in which observations or problems suggest hypotheses, hypotheses generate predictions, and predictions are checked by experiments. When experiments do not bear out predictions, the hypotheses are modified or recycled. This method of inquiry is applied to five major hypotheses, which can arguably be considered the five most important ideas in natural science: physics' model of the atom (what it looks like); chemistry's periodic law (relationships among various kinds of atoms); astronomy's big bang theory (where atoms come from); geology's plate tectonics model (one result of the big bang); and biology's theory of evolution (how atoms come to life). Each hypothesis leads smoothly to the next, thereby giving a holistic view of the sciences. The sciences are then contrasted with the fine arts. Similarities as well as differences are pointed out. A study of ethics bridges the gap from the sciences to the applied fields wherein decisions involving ethical parameters are made. Ethical and scientific parameters are merged through benefit/risk analysis. This technique is applied to major societal concerns. Interdisciplinary courses are often team-taught in tandem by two or more instructors. This one will be presented in a variation that has great pedagogic advantage.

For college teachers of: all disciplines. Graduate students considering becoming teacher are welcomed. Prerequisites: none.

Dr. Wynn is Professor of Chemistry at Eastern Connecticut State University. He is listed in the National Directory of Science Literacy Consultants of the Society for College Science Teachers. Arthur Wiggins is Professor of Physics and Department Head of Physical Sciences at Oakland Community College in Michigan. He is a co-author with Dr. Wynn of the textbook, Natural Science: Bridging the Gaps.

Course: 9

Interdisciplinary Team Building: Experiential Processes & Student Centered Learning
CRAIG ZUMBRUNNEN, University of Washington
Date: June 27-29, 2001 in Seattle, WA
Apply: UWA

         This course will explore the general transition from a focus on instructor-based knowledge transfer classrooms (i.e., teaching) to student-based classrooms focused on skill and knowledge acquisition (i.e., learning outcomes). The course features the use of a series of individual and group- based experiential processes to develop interdisciplinary research teams at both the undergraduate and graduate levels. Accordingly, the goal is to attract enrollees from a variety of disciplines, ranging across the humanities, social sciences, biological sciences, physical sciences, public policy and management sciences, and engineering. These processes are designed to improve and clarify interpersonal and inter-group communication, promote collaboration, create research team identity, demonstrate the value of collaboration, create useful interdisciplinary lexicons, assist in the setting of team goals and norms, uncover self-limiting beliefs, generate team trust and mutual support, explore problem-solving exercises and strategies, manage change and uncertainty within team projects, develop experiential exercises and small-group classroom exercises, and energize student-based learning. This course is partially developed as part of an intensive interdisciplinary research team-building initiative in the area of urban ecology.

For college teachers of: the humanities, social sciences, biological sciences, physical sciences, public policy and management sciences, and engineering. Prerequisites: none.

Dr. Zumbrunnen is Co-Director of the Program on the Environment and Professor of Geography and the Jackson School of International Studies (Russian East European and Central Asian Studies Program and Middle East Studies Program) at the University of Washington. He has over 25 years of experiences in interdisciplinary teaching and research. His long-term research interests have focused on environmental problems in the former Soviet Union, water and energy resources, mathematical modeling, and computer simulation modeling of resource and environmental problems and processes. A winner of the University of Washington, Department of Geography's annual "Excellence in Undergraduate Teaching" award, he has spent more than 150 days facilitating seminars and workshops which make use of experiential learning processes. He has over 60 other research publications and has presented professional papers at over 90 regional, national and international conferences. . His most recent publications have dealt with the use of information technology to develop environmental information networks in Russia.

Course: 10

Teaching Dendrochronology (Tree-Ring Analysis) in College-Level Courses
THOMAS W. SWETNAM and PAUL R. SHEPPARD, University of Arizona, Laboratory of Tree-Ring Research
May 17-19, 2001 in Tucson, AZ
Apply: UAZ

         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 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 Adjunct Assistant Professor 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: 11

Writing in the Sciences
BRIDIE ANDREWS and KERRY WALK, Harvard University
May 18-20, 2001 in Cambridge, MA
Apply: HAR

         A scientific education does not, as a rule, emphasize writing skills. Yet graduates who are both verbally and scientifically articulate have never been more in demand. Science and technology students who pursue careers in research can expect to write constantly to document the course of their research, share findings with colleagues, obtain funding, review others' work, and communicate scientific information to a wider audience (for example, through textbooks and journalism). Their counterparts in industry can expect to be frequent writers as well, generating project proposals, business plans, technical manuals, and reports, among many other kinds of written documents.

         Recent studies have shown that, although most science and technology students entering research and industry believe that the ability to write clearly and effectively is necessary, they feel lacking in the requisite skills. How can this problem be remedied within the framework of existing science education programs? In this course, we address this question, placing particular emphasis on effectively assigning and responding to student writing. We also interrogate various genres of scientific writing for clarity and accessibility, and explore ways of improving our own writing. Case studies will be used, and participants are encouraged to bring examples of scholarly writing from their own fields.

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

Dr. Andrews gained her B.Sc. from Edinburgh in 1994, and spent time as a research assistant in Freiburg University's Forestry Department before defecting to the history of science, gaining a Ph.D. from the University of Cambridge in 1996. Before her appointment to the Department of History of Science at Harvard, she held research fellowships at the University of Pennsylvania and London's School of Oriental and African Studies. Her book, The Making of Modern Chinese Medicine, is to be published by Cambridge University Press in 2001, and she has also co-edited the volume Western Medicine as Contested Knowledge (Manchester University Press, 1997). Dr. Walk (Ph.D., UC Berkeley 1993) is Senior Preceptor in Expository Writing at Harvard University, where she teaches writing and serves as Assistant Director of the Harvard Writing Project, the University's writing-across-the-curriculum program. Primarily a teacher of teachers, she has worked with a wide variety of disciplines to foster better writing, including atmospheric and planetary sciences, astronomy, economics, and history of science, and has led workshops on the teaching of writing around the country. Her book, Commenting & Grading: A Guide for College Teachers, is forthcoming from Bedford/St. Martin's Press.

Course: 12

Science, Technology and Society
LEONARD WAKS, Temple University
May17-19, 2001 in Pittsburgh, PA
Apply: PITT

         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: 13

Science in Cinema: Teaching Science Fact Through Science Fiction Films
LEROY W. DUBECK, Temple University and SUZANNE E. MOSHIER, University of Nebraska at Omaha
March 8-10, 2001 in Philadelphia, PA
Apply: TUCC

         The course will describe the use of science fiction films to teach science. The popularity of science fiction films, such as Star Wars, Terminator 2, Contact, Independence Day, Deep Impact, Armageddon, The Matrix and the Star Trek television series and films, is widespread. The belief in pseudo science among college students is well documented. Drs. Dubeck and Moshier have used the great attraction that one form of pseudo science, namely science fiction films, has for young people to build interest in and awareness of real science. They have demonstrated that the use of science fiction films has a strong positive effect on the attitude of students toward science and on their understanding of science as a discovery process. In addition, using science fiction films has helped students to better understand scientific principles by having them identify both illustrations and violations of scientific principles depicted in these films. Films may be screened in class or at home by participants or only selected segments may be screened in class.

         The course will consist of screening and analyzing segments from many science fiction films and television shows which are suitable for use in physics, astronomy, biology and environment science courses. Each participant will receive a copy of Learning Science Through Science Fiction Films by L. W. Dubeck, S.E. Moshier, and J. E. Boss (published by Springer Verlag).

For college teachers of: all science disciplines; however, films will emphasize physics, astronomy and biology. Prerequisites: none.

Dr. Dubeck is a Professor of Physics at Temple University. For over 20 years he has taught an introductory level college physics course: Science and Science Fiction in Film, which uses science fiction films extensively. Last Fall he taught this course entirely via the Internet. He has also used science fiction films in his "standard" introductory level physic course. He is also the co-author of an environmental textbook. His work has been supported by a number of National Science Foundation's grants. Dr. Moshier is a Professor of Biology at the University of Nebraska at Omaha. Drs. Dubeck and Moshier have collaborated on the writing of two text books and numerous articles describing the use of science fiction films to teach science at both the college and pre-college levels.

Course: 14

Science vs. Pseudoscience: Where Reality Ends And Illusion Begins
CHARLES M. WYNN, Eastern Connecticut State University and ARTHUR W. WIGGINS, Oakland (Michigan) Community College
June 22-24, 2001 in Austin, TX
Apply: TXA

Note:         Please check http://www.edb.utexas.edu/coe/depts/CI/scied/chautauqua/ for any updates on this course.

         Enhanced scientific literacy is one of the most important goals of a college education. Unfortunately, achievement of this goal is impeded by the adherence of many college students to a variety of beliefs that are antithetic to those of most scientifically literate people. These include belief in PARANORMAL POWERS such as ESP and psychokinesis, PARANORMAL EXPERIENCES such as astral (out-of-body) projection and near-death experiences, PARANORMAL ENTITIES such as ghosts and spirits, EXRATERRESTRIAL BEINGS arriving in "UFOs" as well as abductions by these beings, ASTROLOGY AND OTHER DIVINATION TECHNIQUES such as numerology, palmistry and Tarot cards, and alleged scientific evidence for "SCIENTIFIC" CREATIONISM.

         Such false- or pseudo-scientific beliefs (theories claimed to be scientific when they are not scientific) are so well entrenched that it is essential to confront them in a forthright manner and in the context of the nature of science.

         This course will begin by reviewing a scientific method of inquiry in which observations or problems suggest hypotheses, hypotheses generate predictions, predictions are checked by experiments, and, when experiments do not bear out predictions, hypotheses are modified or discarded. The method will then be used to evaluate the above mentioned beliefs.

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

Dr. Wynn is Professor of Chemistry at Eastern Connecticut State University. He is listed in the National Directory of Science Literacy Consultants of the Society for College Science Teachers. Arthur Wiggins is Professor of Physics and Department Head of Physical Sciences at Oakland Community College in Michigan. He is co-author with Dr. Wynn of The Five Biggest Ideas in Science.

Course: 15

Bridging the Technical Competency Gap: An Innovative Approach to High Tech Education for a World Class Economy
GREG MAKSI, University of Arkansas and GEOFFREY WOOD Southwest Tennessee Community College
July 8-10, 2001 in Memphis, TN
Apply: CBU

         This short course is a working successful model for community colleges and universities wishing to initiate an innovative High-Tech, Step-By-Step, School/Career approach to increase the number of competent students in college level engineering and technology programs and better prepare these students for industrial employment. The highly competitive global marketplace has forced industry to restructure to a more technology- intensive work environment in order to meet the demands of customers and competition. New technologies are constantly emerging requiring companies to hire more highly skilled, well educated, and technically flexible employees. The traditional educational system is not satisfying the high-tech needs demanded by World Class companies thus creating a "technical competency gap."

         The Mechanical/Industrial Engineering Technology Division of Southwest Tennessee Community College (STCC) in Memphis has developed a way to "bridge" this technical competency gap. The bridge is formed from the strong bonds of industrial and academic partnerships within the community and focused on an innovative High-Tech, Step-By-Step, School/Career Approach which is a seamless series of industrially endorsed programs centering at the community college level, connecting to the high school level, and extending to the university level. A form of Just-In-Time education, this approach dramatically reduces the time a person needs to acquire basic skills for employability in high-tech industry. Presentation of certificate course material includes on-site classes at the high school, interactive multi-media and networked computer-based learning, and multi-synchronous delivery of support material. Dual-credit courses, school-to-work and Co-op programs, college transfer credits, and resource sharing are all involved in this endeavor.

          The Chautauqua short-course will examine how the Step-By-Step approach was implemented in Memphis and how it can be adapted to meet the needs of other communities. The course will include guest presentations by representatives from industrial companies, the Memphis Chamber of Commerce, the high schools, and the universities. Special topics will include the development of in-house multi-media, and ways to adapt "hands-on" technical laboratories to support alternate course delivery methods.

For college students of: science, engineering and technology programs. Prerequisites: interest in increased enrollment in engineering and technology programs.

Dr. Maksi P.E is chairman of Industrial Engineering, Mechanical Engineering, and Industrial Maintenance Technologies at the Southwest Tennessee Community College (STCC) the largest community college in Tennessee. He is professor for the Masters of Science in Operations of Management degree program through the University of Arkansas that utilizes the advanced technology laboratories at STCC He is responsible for ABET accreditation of the Industrial Engineering Technology Program and the Mechanical Engineering Technology program. He has been the West Tennessee Coordinator for the Educational Alliance for Manufacturing, developing alliances with industries, universities, two year colleges, and government laboratories to share resources through advanced manufacturing technologies. He has been recognized by Who's Who in American Education and Who's Who Among America's Teachers. Geoffrey Wood is Chairman of the Memphis Chapter Society of Manufacturing Engineers and in charge of the computer laboratories at STCC. The team also consists of faculty in Manufacturing Engineering Technology at the University of Memphis, Dr. Karl Pensak high school teacher and Manufacturing Program Coordinator in the program; Gary Lynchof Smith and Nephew, Inc. Director of Quality and in charge of the Cooperative Program, Dr. Ralph Chumbley of the Memphis Chamber of Commerce and in charge of Workforce Development.

Course: 16

Recent Developments in Process Control Education and Practice
B. WAYNE BEQUETTE, Rensselaer Polytechnic Institute
May 7-8, 2001 in Troy, NY
Apply: RPI

         The objective of this course, targeted at instructors of systems and control courses, is twofold: (i) to bring recent developments in model-based control into undergraduate courses, and (ii) to incorporate an interactive, studio-based method of instruction into undergraduate control courses.

         During the past decade there has been a major move in engineering education from a teacher-centered lecture environment to a student-centered learning environment. Simulation-based assignments can be used to illustrate problems that cannot be easily studied using classical pen and paper analytical solutions. Although simulation-based assignments provide much insight to practical control system issues, there is nothing that can take the place of hands-on experiments. To this end, we have developed a control studio that combines lectures, simulation exercises and experiments in a single classroom. Our classroom facility seats 40 students and includes 20 computer-based simulation and control workstations. The students face the front of the studio during lecture and discussion periods, and swivel in their chairs to perform simulations and conduct experiments on the countertops behind them; they work in 2-person teams.

         During the problem solving periods, the instructor and teaching assistant move around the room answering questions and generating discussion. The control studio classroom has been used to teach dynamics and control courses in four departments: (i) chemical engineering, (ii) electrical, computer and systems engineering (ECSE), (iii) mechanical engineering, aeronautical engineering and mechanics (MEAEM), and (iv) biomedical engineering. Some of the departments continue to have a traditional control course with separate lectures and laboratory exercises. Chemical engineering was the first department to fully implement a studio-based control course.

         In the 2-day NSF Chautauqua course we will use the control engineering studio to demonstrate ways of teaching new model-based control design methods. Our main focus will be on the Internal Model Control (IMC) approach, which can lead to equivalent PID controllers for certain low-order models. The primary advantage of the IMC approach is that the effect of the single tuning parameter is relatively transparent (related to the desired closed-loop response time) compared to the classical three parameter PID controller. We will demonstrate how tutorial learning modules (based on MATLAB) and experiments are used in the studio classroom to improve understanding of model-based controller design.

For college teachers of: any engineering discipline, particularly suited for mechanical, electrical and chemical engineering faculty involved in dynamics and control. Prerequisites: none.

B. Wayne Bequette is a Professor of Chemical Engineering at Rensselaer Polytechnic Institute, where he conducts research on chemical process and biomedical systems control topics. He is an Associate Editor of Automatica, and is a Program Chair for the 2001 American Control Conference and General Chair for the 2003 American Control Conference. He was a process engineer with American Petrofina, a postdoctoral research associate at the University of Texas, and a visiting lecturer at the University of California at Davis, before joining the faculty at Rensselaer Polytechnic Institute in 1988. Professor Bequette has spent sabbatical leaves at Northwestern University and Merck & Co., and he actively consults on process development and control problems in the pharmaceutical industry. He has published Process Dynamics: Modeling, Analysis and Simulation (Prentice Hall, 1998), and is completing a textbook on Model Based Control (also to be published by Prentice Hall).

Course: 17

Mechatronic System Design: Integrating Mechanical, Electrical, Control, and Computer Engineering KEVIN C. CRAIG, Rensselaer Polytechnic Institute
June 25-26, 2001 in Troy, NY
Apply: RPI

         Today, cost-effective electronics, microcomputers, and digital signal processors have brought space-age technology to appliances and consumer products. Systems with hearts of precision sensors and actuators have increased performance by orders of magnitude over what was once possible. What sets these new, highly reliable, cost-effective, high-performance systems and devices apart from those of the past? Is it more than just technological advancement? There are many designs where electronics and control are combined with mechanical components, but with little synergy and poor integration they become just a marginally useful, error-prone, expensive conglomeration. Synergism and integration in design set a mechatronic system apart from a traditional, multidisciplinary system.

         Mechatronics is the synergistic combination of mechanical engineering, electronics, control systems, and computers. The key element in mechatronics is the integration of these areas through the design process. In order to design and build quality precision consumer products in a timely manner, the present-day engineer must be knowledgeable (both analytically and practically) in many different areas. The ability to design and implement analog and digital control systems, with their associated analog and digital sensors, actuators, and electronics, is an essential skill of every engineer, as everything today needs controls!

         In this two-day short course, the subject of mechatronics will be introduced through hardware demonstrations and complete dynamic system investigation case studies. Hardware systems that will be used in include:

• Spring Pendulum Dynamic System
• Two-Mass, Three- Spring Motor-Driven Dynamic System
• Magnetic Levitation System
• Pneumatic Actuator PWM Closed-Loop Position Control
• DC Motor Closed-Loop Analog and Digital Speed Control
• Hydraulically-Balanced Beam System
• Rotary Inverted Pendulum System

For college teachers of: any engineering discipline, particularly suited for mechanical, electrical and computer engineering. Prerequisites: none.

Dr. Craig teaches and performs research in the areas of mechatronic system design, control systems, modeling, dynamics, and the study of active materials and their application in design. He has developed the Mechatronics Program at Rensselaer which includes an extensive teaching and research laboratory, two senior-elective/1st-year graduate courses, Mechtronics and Mechatronic System Design, and the graduate course Sensors and Actuators in Mechatronics.

Course: 18

Enhancing Student Success Through a Model "Introduction to Engineering Technology" Course
STEPHEN R. CHESHIER and BARBARA ANDERSON, Southern Polytechnic State University
February 28- March 2, 2001 in Orlando, FL
Apply: DAY

Note: This course is cosponsored by and offered at Valencia Community College in Orlando, Florida. Applications should be sent to the DAY Field Center.

         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 and learn how 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. Ms. 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: 19

Leveling the Science Education Playing Field for Urban Students
ANGELA CALABRESE BARTON, The University of Texas at Austin
June 7-9, 2001 in Austin, TX
Apply: TXA

Note:         Please check http://www.edb.utexas.edu/coe/depts/CI/scied/chautauqua/ for any updates on this course.

         The past thirty years have been marked by increasing inequalities between children who attend schools in well resourced communities and children who attend schools in poor communities. One of the most urgent settings where such inequalities is noticed is in the urban setting. Indeed, fifty percent of urban children hover near the federal poverty line at some time in their school lives, and each year over six million children and youth attend high poverty area urban schools. These statistics are important because science education research over the past two decades has clearly documented the alarming trends that mark inner-city science education programs: fewer science materials, supplies, and human resources; fewer high level science course offerings available to students; few qualified or certified teachers; and more traditional and non-standards based classroom practices to name only a few. The implications of this state of inner-city science education are staggering: Less than half of urban students are above national achievement norms, over half of all inner-city students enroll in the minimum required science coursework, and nearly one- third of all inner-city students drop out of high school completely. Given that inner- city settings are home to many ethnic and racial groups who are underrepresented in the science fields we must create a concerted effort in our science programs to improve the opportunities and levels of support in order to level the playing field.

         This course examines two main questions. First, how can we improve the science education experience for children in poor area urban schools so that college science will be a viable option, and what role should college science and science education professors play in this process? Second, how can university science and science education professors serve the needs of beginning college students from inner-city high schools who may come to college less prepared than their more affluent and suburban peers? To answer these two questions, we will examine the educational and social structures which sustain inequalities in science education. We will also examine policy changes over the past two decades which have led to programs which have proven successful in increasing participation, achievement, and improving attitudes of urban students in science. Finally, we will take a close look at those programs which have proven successful and discuss how features of these programs can be incorporated into science programs.

For college teachers of: all science disciplines, and in particular introductory courses for new college students or those colleges/programs which serve populations from the inner-city. Prerequisites: none.

Dr. Barton is an Assistant Professor of Science Education at the University of Texas at Austin. Her research concerns issues of equity and policy in science education in poor urban settings. She is the recipient of the National Association for Research in Science Teaching Early Career Award, a National Science Foundation Career Award and she has been a Spencer Foundation Postdoctoral Fellow.

Course: 20

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
May 16-18, 2001 in Dayton, OH
Apply: DAY

         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. Recently, in recognition of his contributions to the improvement of undergraduate teaching, the Carnegie Foundation for the Advancement of Teaching honored him as its U.S. Professor of the Year.

Course: 21

Preparing the Under-Represented and Minority SEMT Students for the 21st Century
MELVIN R. WEBB, Clark Atlanta University
May 6-8, 2001 in Atlanta, GA
Apply: CBU

Note: This course will be offered at the Clark Atlanta University Chautauqua Satellite in Atlanta, GA. Applications sent and reduced hotel rates may be arranged before a designated cut off date through CBU.

         As the Nation enters the 21st Century, it is challenged as never before in its struggle to meet the demands of the scientific and technological enterprises for a larger and better-trained workforce. If the Nation is to succeed in meeting these challenges, it must develop mechanisms to cultivate the talents resident in the underrepresented groups in the scientific and technological enterprises: women and minorities. Provisions must be made to identify, recruit, and retain through graduation these SMET interested women and minority members of the society who are interested in securing and retaining memberships in the scientific and technological workforce.

         Using an interactive format, this course will present a model that has a documented track record in addressing the underrepresentation of women and minorities in sciences, mathematics, engineering, and technology. Participants will be exposed to and provided opportunities to examine techniques used to assist women and minority students to become more successful learners through activities that promote the development of student-managed academic support systems. Modules on how to become effective teachers, advisors and mentors will be presented as well as on how to organize and run effective undergraduate academic enrichment programs. Some time will also be provided to discuss sources of funding and preparing successful grant applications.

For college teachers of: engineering, mathematics, and natural sciences and directors of minority programs, and faculty who have an interest in starting pre-college programs for minorities and other students. Prerequisites: none.

Dr. Webb is the Director of the Louis Stokes Alliance for Minority Participation and the Program for Research Integration and Support for Matriculation to the Doctorate (PRISM-D).

Course: 22

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 17-19, 2001 in Washington, DC
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 for science educators on encouraging under-represented 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: 23

Merging Mathematical Modeling with Secondary Mathematics Teaching Methods
JOHN A. DOSSEY, Illinois State University and FRANK GIORDANO, Director of the Mathematical Competition in Modeling, and SHARON MCCRONE, Illinois State University
March 23-25, 2001 in Tucson, AZ
Apply: UAZ

         A hands-on course for teachers of secondary mathematics methods courses. The workshop will address the NCTM standards, CBMS recommendations for the mathematical education of middle and secondary school teachers of mathematics, along with outlining a modern methods course for preservice middle and secondary school teachers of mathematics built around mathematical modeling. Specific focus will be given to meshing methods content with involving students in modeling experiences to illustrate the ways in which these methods of teaching secondary school mathematics can be realized in the students' future classrooms. Participants will have the opportunity to share features of their methods courses, participate in modeling activities appropriate for the secondary methods classroom, and discuss the roles of content, pedagogy, and clinical experiences in such a methods course.

For college teachers of: mathematics teaching methods for preservice secondary (grades 7-12) teachers of mathematics. Prerequisites: none.

Dr. Dosseyis Past President, National Council of Teachers of Mathematics, Department of Mathematics at Illinois State University. Dr. Giordano is coauthor of several texts in mathematical modeling, Director of MCM, The Mathematical Competition in Modeling. Dr. McCrone, is an Assistant Professor of Mathematics at Illinois State University.

Course: 24

Mathematics for Business: New Materials and New Tools
RICHARD B. THOMPSON and DEBORAH HUGHES HALLETT, University of Arizona
May 6-8, 2001 in Tucson, Arizona
Apply: UAZ

         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 that 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. In 2000, the materials won the ICTCM award for Excellence and Innovation with the Use of Technology in Collegiate Mathematics.

          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 that will be used in the course, visit http://www.math.arizona.edu/busmath.

Richard B. 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: 25

Software in the Science and Math Classroom: Mathematica
FLIP PHILLIPS, Skidmore College
May 20-22, 2001 in Memphis, TN
Apply: CBU

         This course will address the use of the software Mathematica in the science classroom. More that just a tool for teaching mathematics, Mathematica is a complete scientific computing environment with applications available in a broad range of disciplines, including pure and applied maths, physics, chemistry, astronomy, economics, statistics, computer science, and the biological and social sciences. In this course we will address the basic design philosophy of Mathematica and conduct a survey of its many uses, including but not limited to technical problem solving, programming, and document preparation and presentation.

          This course will have segments that will appeal to a wide array of prior Mathematica knowledge. Initial sessions will address a series of usage and programming techniques. Subsequently, attendees will receive hands-on experience with various discipline specific add on packages and with the publicly available material from MathSource, the Mathematica notebook repository. We will also survey current classroom and teaching laboratory uses of Mathematica .

For college teachers of: with a science background. Prerequisites: curiosity.

Dr. Phillips is an Assistant Professor of Psychology at Skidmore College. He also is the editor of The Mathematica Journal. His background is very diverse, ranging from a five year stint at the computer animation company Pixar to experience as a professional musician. His academic background originates in the fine arts and he currently teaches and does research in quantitative and experimental methods, shape perception, and space perception. When trying to avoid faculty meetings he can typically be found in his rowing shell in Fish Creek. His home page is at www.skidmore.edu/~flip .

Course: 26

Calculus and Precalculus: An Integrative Approach
ROBIN GOTTLIEB, Harvard University and ERIC BRUSSEL, Emory University
June 11-13, 2001 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 with 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. The goals of this curriculum 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 within their classrooms.

For college teachers of: mathematics. Prerequisites: none.

Dr. 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. Dr. 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: 27

Teaching Mathematics with Online Materials
LAWRENCE C. MOORE and DAVID A. SMITH, Duke University
June 26-28, 2001 in Durham, NC
Apply: TUCC

         The World Wide Web offers lots of teaching and learning materials in all disciplines, with wide ranges of types and of quality. The National Science Foundation has made an investment in infrastructure for the National Science Digital Library (NSDL) and is now investing in content for the library. A grant to the Mathematical Association of America (MAA) supports the Mathematics Digital Library component (MATHDL), which will be well under way by the summer of 2001. This course will give participants a hands-on opportunity to explore a variety of high-quality materials and to learn ways to incorporate them into undergraduate mathematics courses. The course will be presented in Duke's Interactive Computer Classroom (ICC), a studio classroom that facilitates small group activities and discussions, as well as state-of-the-art access to the Web and other technologies.

         Topics to be covered include a survey of available materials, both in MATHDL and elsewhere; use of online materials with a computer algebra system, such as Maple or Mathematica; samples of materials from Duke's Connected Curriculum Project; course organization and delivery via CourseInfo; teaching an entire course without a textbook; and effective teaching strategies in a computer- based environment, including group work, writing, varied forms of assessment, and mixed grading strategies. Not everything in this course can be implemented immediately in every classroom, but the course will give a broad-brush look at possibilities for mathematics education in the 21st century. Participants will be able to find, evaluate, and use quality materials for better stimulation of student learning of mathematics.

For college teachers of: mathematics. Prerequisites: familiarity with a web browser; also helpful, but not