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CHAUTAUQUA SHORT COURSES

FOR COLLEGE TEACHERS

2001 Faculty Development Program

 

2001 Course Descriptions



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 required: familiarity with a computer algebra system.

Drs. Moore and Smith are Associate Professors of Mathematics at Duke University, each with two year's experience teaching in the Interactive Computer Classroom. They are both participants in the MATHDL Project (Moore as Principal Investigator and Smith as editor of the library's scholarly journal) and co-directors of the NSF-funded Connected Curriculum Project, as well as its predecessor, Project CALC. Both have been leaders for more than a decade in efforts to reform undergraduate education in mathematics, and they have presented many workshops on calculus reform, educational uses of technology, writing to learn, and effective active-learning strategies.

Course: 28

Statistics: An Indispensable Tool for Decision-Making in a World of Data
RICHARD L. SCHEAFFER, University of Florida, Gainesville
June 28-30, 2001 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: 29

The Mathematics of Cryptology
ROBERT EDWARD LEWAND, Goucher College
July 8-10, 2001 in Baltimore, MD
Apply: CBU

Note: This course will be held at Goucher College and will include a visit and lectures at the National Security Agency (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: 30

Ordinary and Extraordinary Differential Equations
JOHN C. POLKING, Rice University, PAUL BLANCHARD, Boston University, and DANIEL L. GOROFF, Harvard University
July 8-28, 2001 in Park City, UT
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. Applications will be processed beginning on February 15, 2001. 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 that attracts outstanding investigators, teaching faculty, graduate students, undergraduates, educational researchers, and high school teachers to work together on ideas centered around a specific mathematical theme each summer.

         Chautauqua participants make up the Undergraduate Faculty Program (UFP) within PCMI. For 2001, this strand will concentrate on teaching and learning about Differential Equations. Courses, activities, and projects will examine current trends in college courses on this subject, including special attention to technology, modeling, visualization, numerical methods, and waves. There will be ample opportunity for interaction both with other groups at PCMI who use Differential Equations to study Field Theory, the mathematical research theme this summer, and also with the high school teacher and educational research groups who are concerned with more pedagogical issues.

         Each weekday, the Institute will run activities that include: parallel classes at the high school teacher, undergraduate, and graduate student levels; research seminars for specialists; colloquia accessible to all; discussion groups about policy issues of interest to mathematicians; joint luncheons; demonstrations in the computer laboratory; etc. UFP participants have traditionally been especially enthusiastic about working together in this context on curriculum development, teacher preparation, and public outreach projects.

         College faculty with a strong interest in undergraduate education are encouraged to apply to PCMI’s Undergraduate Faculty Program. Anyone interested in Differential Equations, especially as they appear in mathematical physics generally and in field theory in particular, will be able to learn more about this topic. Preference will be given to faculty with plans for developing and sharing ideas related to Differential Equations 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 further information.

For college teachers of: mathematics, physics, or related fields who have strong interest in undergraduate mathematics education and wish to increase both their content knowledge and teaching skills. Prerequisites: five years of undergraduate mathematical teaching experience.

Dr. Polking is Professor of Mathematics at Rice University. Dr. Blanchard is Professor of Mathematics at Boston University. Dr. Goroff is Professor of the Practice of Mathematics at Harvard University and Associate Director of the Derek Bok Center for Teaching and Learning. Drs. Polking and Goroff belong to the PCMI Steering Committee chaired by Herb Clemens, Professor of Mathematics at the University of Utah.

Course: 31

The History of Mathematics in America
DAVID E. ZITARELLI, Temple University
May 31 - June 2, 2001 in Philadelphia, PA
Apply: TUCC

         This course will cover the development of mathematics in the United States from colonial times to 1960. The major emphasis will be on the research community from 1875 to 1960, but the course will begin with a discussion of Native American Indian mathematics and includes brief descriptions of major contributions made before 1875. Some ideas as to how to present such elements in courses will be offered. In addition, an outline of overarching themes from the last 40 years of the 20th century will be presented. Introducing some elements of mathematics should make mathematics history more interesting and relevant to most students.

         Suggested texts: Karen Parshall and David Rowe, The Emergence of the American Research Community: 1876-1900, Washington, DC: American Mathematical Society, 1994 and David Eugene Smith and Jekuthiel Ginsburg, A History of Mathematics in America Before 1900 , Chicago: Open Court, 1934; reprinted by Arno Press, 1980.

For college teachers of: mathematics, history, and scientists interested in the history of mathematics.Prerequisites: none.

Dr. Zitarelli is a Professor of Mathematics and is currently investigating the axiomatic approach to group theory that occurred in the U.S. in the early 1900's. He was the abstracts editor of Historia Mathematica from 1988 to 1999 . He (with Karen Parshall) organized an AMS special session on the history of mathematics in America in 1998 and AMS/MAA special sessions on the history of mathematics at the annual meetings in 2000 and 20001. Zitarelli presented a lecture on the history of American mathematics at the summer 1999 joint meeting of the Canadian Society for the History and Philosophy of Mathematics and British Society for the History and Philosophy of Mathematics. He is author (with R. Coughlin) of The Ascent of Mathematics (McGraw-Hill, 1984), several textbooks on finite mathematics and calculus, and a computer lab manual for linear algebra.

Course: 32

Abandoning Dead Ends: Presenting the Heart of Mathematics to All Students
MICHAEL STARBIRD, The University of Texas at Austin
May 21-23, 2001
Apply: TXA

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

         Question to typical college graduate majoring in the liberal arts: You graduated from college 15 years ago. What was the final mathematics course you took? Former student: Pre-calculus.

         Interviewer: What was your final literature course? Former student: Pre-Shakespeare.

         Students study the best paintings, the most glorious music, the most influential philosophy, and the greatest literature of all time. Mathematics can compete on that elevated playing field, but we must offer all students our grandest and most intriguing ideas. Infinity, fractals, and the fourth dimension; topology, cryptography, and duality these ideas and many more can compete well with any other subject for depth and fascination. In addition, the powerful methods of analysis that generated these fabulous ideas can enrich every student's ability to think. Unfortunately, instead of grappling with culturally significant high points of mathematics, students are often asked to struggle up the first few rungs of a long ladder they will never climb. We should abandon educational strategies that lead to dead ends. Mathematicians have a great story to tell and that story could and should be an important part of the education of all students. Participants in this short course will develop effective ways of presenting intriguing, deep ideas in mathematics to all students and the general public.

For college teachers of: mathematics. Prerequisites: none.

Dr. Starbird is University Distinguished Teaching Professor in Mathematics at The University of Texas at Austin. He is a member of the Academy of Distinguished Teachers at UT and has won many teaching awards. Among them are several student-selected awards that were awarded largely in response to his required liberal arts mathematics course, thus proving that, in the minds of students, mathematics can compete well with any subject at the university. With co-author Edward B. Burger, he has recently published The Heart of Mathematics: An Invitation to Effective Thinking, a textbook based on his and his co-author's 12 years of experience in developing lively mathematics courses for students who are not technically inclined.

Course: 33

Teach Physics by Replicating the Process of Science
ALAN VAN HEUVELEN, Ohio State University and EUGENIA ETKINA, Rutgers University
June 10-12, 2001 in Memphis, TN
Apply: CBU

         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: 34

The Studio Approach to Student-Centered Science, Mathematics and Engineering Instruction
KAREN CUMMINGS, Rensselaer Polytechnic Institute
June 22-23, 2001 in Troy, NY
Apply: RPI

         This interactive workshop 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 mechanics and introductory electrostatics. 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:

• Effective use of computers in science classrooms
• Procedures for grouping students to maximize the effectiveness of collaborative classroom
• Proven techniques for effective collaborative learning
• Assessment of student learning as a guide to curriculum development

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

Dr. Cummings is a Clinical Assistant Professor of Physics at Rensselaer Polytechnic Institute and Edward Hamilton Faculty Fellow for Innovation in Undergraduate Education. She works to successfully adapt effective pedagogical approaches and curricular materials to the studio classroom. Professor Cummings has 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. Her other research interests include development and assessment of quantitative problem solving skills in introductory physics students.

Course: 35

Promoting Active Learning In Introductory Physics Courses: I and II
PRISCILLA W. LAWS, Dickinson College, DAVID R. SOKOLOFF, University of Oregon, RONALD K. THORNTON, Tufts University
May 10-12, 2001 (I) in Carlisle, PA
Apply: TUCC
August 3-5 2001 (II) in Eugene, OR
Apply: CAL

Note: Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on the CAL offering.

         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.) The emphasis will be on activity-based learning in laboratory, workshop (studio) and lecture environments, including strategies for better integration of lecture and laboratory sessions. Samples of the Real Time Physics Workshop Physics, Tools for Scientific Thinking and Interactive Lecture Demonstrations curricula will be given out.

         We will discuss adaptation of curricular materials to a range of institutional settings including small colleges and large universities. 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 the materials from this course.

         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 the 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: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. 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 Interactive Lecture Demonstrations which are used to create an active learning environment in lecture classes. (Published by Vernier Software.). Dr. Thornton is 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: 36

Archeo-Astronomy of Polynesia
TERRENCE FLOWER, College of St. Catherine
June 18-23, 2001 in the Kingdom of Tonga, South Pacific
Apply: CAL

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

         Tonga is an exotic Polynesian island kingdom. Today it consists of three major island groups but in ancient times it very well may have been the Capitol of all of Polynesia. Evidence suggests that it was the astronomical center where the elite went to study the knowledge of the sky. Not only did the Polynesians have names for all the visible constellations, knew the Earth was spherical, and could sail confidently across vast stretches of the Pacific, but the Ha'amonga Trilithon on Tongatapu was likely used as an astronomical observatory. This massive formation is made from slotted and fitted stones weighing 40 tons apiece. Like Stonehenge there appear to be alignments with the sun at the solstice. The short course participants will study the archeo-astronomy of ancient Tonga, and be at the remains of the ancient observatory during the solstice. The class will also visit pyramids, remnants of the scientific-religious practices of the region.

         What knowledge of the heavens did the ancients have and how were the able to reach specific islands? By learning what they knew and how they knew it, we can better understand how the Pacific was populated and cultures developed. Additionally, we take the opportunity to see the southern sky as it is today. We will bring a portable telescope to see constellations and objects not normally visible from the United States. Because of limited travel and lodging availability, a group package is being set up from and to Los Angeles. Details will be forthcoming.

For college teachers of: undergraduate courses and graduate students interested in an eventual teaching career. Prerequisites: none.

Dr. Flower is a Professor of Physics at the College of St. Catherine in St. Paul, Minnesota where he teaches physics and astronomy courses. His professional work has taken him to both hemispheres where he has conducted studies in New Zealand, Australia, Tahiti, Hawaii and even the Arctic. He has led student astronomy courses to New Zealand and Tahiti and directed several NSF Chautauqua Courses in Astronomy for college faculty. His travels have taken him to other places in the Pacific including Fiji and Midway Islands.

Course: 37

The New Cosmology: From Quantum Fuzz to the Accelerating Universe
MICHAEL S. TURNER, RANDALL H. LANDSBERG, STEPHAN S. MEYER, JOHN E. CARLSTROM, and BRUCE WINSTEIN, University of Chicago
September 13-15, 2001 in Chicago, IL
Apply: PITT

         Cosmology is in the midst of a golden age. The confluence of powerful ideas and a flood of data made possible by new instruments and observatories (e.g., HST, Keck 10 m telescopes, COBE Satellite, Sloan Digital Sky Survey, Tevatron at Fermilab) are leading to great advances in our understanding of the origin and evolution of the Universe. Questions once thought beyond the reach of science -- For example, What was the big bang? -- are now being studied seriously and tested by experiment and observation. Through the hot big-bang cosmological model we can confidently trace the history of the Universe from the quark soup that existed a fraction of a second after the beginning to the highly structured Universe we see today with galaxies, clusters of galaxies, superclusters, voids and great walls of galaxies (and maybe even larger things). Cosmologists have found that the galaxies and clusters of galaxies within the Universe are held together by dark matter, known only by its gravitational effects, that the spatial shape of the Universe is flat, and that the Universe is being driven apart by the repulsive gravitational action of a mysterious form of energy (called dark energy).

          In addition to trying to understand the nature of the dark matter and dark energy, cosmologists are trying to extend their understanding of the Universe back to a time when the largest structures in the Universe existed as quantum mechanical fuzziness during a period of rapid expansion called inflation.

         In this course, we will develop in detail the standard hot big-bang model, discussing the Hubble expansion, the cosmic microwave background radiation, big-bang nucleosynthesis, the age of the Universe, the quantity and composition of matter in the Universe, and the origin of large-scale structure through the attractive action of gravity. We will emphasize the deep connections between elementary-particle physics and cosmology and discuss the powerful ideas that today connect the quarks with cosmos: inflation, cold dark matter, baryogenesis, cosmological phase transitions, and Einstein's cosmological constant) and how a myriad of observations and experiments that are testing them (Sloan Digital Sky Survey, precision measurements of the cosmic microwave background, Keck and HST studies of the origin and evolution of galaxies, MAP and Planck satellites, DASI and more).

         Through lectures, discussion sessions and hands-on experiences with telescopes, cryogenic detectors, and computers the participants will learn about the hot big bang model and exciting forefront developments in cosmology. The instructors will be University of Chicago faculty and research scientists as well as scientists from the Fermi National Accelerator Laboratory, all of whom are actively involved in cosmological research. Field trips to Fermilab and the Pritzker Cosmology exhibit at the Adler Planetarium are planned.

         If the success of the 1999 Chicago Cosmology Chautauqua is any guide, the participants will come away with a clear sense of what we know about the Universe and how we know it as well as the profound questions we asking today and the rapid progress being made in answering them.

For college teachers of: the physical sciences. Prerequisites: none.

Dr. Turner is the Rauner Distinguished Service Professor and Chair of the Department of Astronomy & Astrophysics at The University of Chicago and Staff Scientist at Fermilab. He is a theoretical cosmologist whose research is concerned with the earliest moments of the Universe and has made important contributions to our understanding of dark matter, inflationary cosmology, the cosmic microwave background, and the formation of structure in the Universe. Among his awards are the Quantrell Prize for Undergraduate teaching and the Lilienfeld Prize of the APS for research contributions and exceptional skill in their presentation to diverse audiences. He is a member of both American Academy of Arts and Sciences and the National Academy of Sciences. Randall H. Landsberg is the Director of Outreach for the Department of Astronomy & Astrophysics at The University of Chicago as well the Director for Education and Public Outreach for the Center for Astrophysical Research in Antarctica (CARA). His work in science education focuses on hands-on laboratory experiences, and has involved a wide variety of formal and informal programs including displays for the Museum of Science and Industry, Science Vans, teacher enhancement institutes, short courses on diverse topics such as microscale chemistry and forensics, and IAEA training courses. Stephan S. Meyer is a Professor of Astronomy and Astrophysics at the University of Chicago. His research is centered on measurements of the anisotropy and spectrum of the cosmic microwave background radiation with satellite and balloon-borne instruments. He is a member of the Microwave Anisotropy Probe (MAP) satellite science team and is Associate Director of the Center for Astrophysical Research in Antarctica (CARA). John E. Carlstrom is The S. Chandrasekhar Distinguished Service Professor in the Department of Astronomy and Astrophysics at The University of Chicago and the Director of the Center for Astrophysical Research in Antarctica (CARA). His research concerns interferometric studies of the cosmic microwave background, and measurements of the S-Z effect. He is a MacArthur Fellow and the winner of a McDonnell Centennial Fellowship. Dr. Carlstrom is lso a member of the American Academy of Arts and Sciences. Bruce Winstein is the Samuel K. Allision Distinguished Service Professor in the Department of Physics at the University of Chicago. He is recognized for his fundamental contributions to the understanding of the violation of the symmetry between matter and antimatter through experiments involving K mesons at Fermilab. Dr. Winstein's research now focuses on measuring the polarization of the anisotropy of the cosmic microwave background radiation. He is a member of the National Academy of Sciences.

Course: 38

Teaching Introductory Astronomy
GARETH WYNN-WILLIAMS, University of Hawaii
June 1-3, 2001 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: 39

A Radio View of the Universe and the New Green Bank Telescope
PHILLIP JEWELL and STAFF, National Radio Astronomy Observatory
May 29-31, 2001 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.

         These constituents will all be discussed. In addition, since the course will be held at the telescope site, the instruments used to study them will be described and inspected, including the new recently completed Green Bank Telescope. 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. Jewell is Assistant Director of the National Radio Astronomy Observatory in charge of its Green Bank Operations. The staff includes other scientists, electronics engineers and programmers.

Course: 40

Interferometry in Radio Astronomy, the VLA and the VLBA
MILLER GOSS and STAFF, National Radio Astronomy Observatory
August 1-3, 2001 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: 41

Radio Astronomy in the Undergraduate Classroom
PREETHI PRATAP and MIT Haystack Observatory Staff
May 23-25, 2001 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 radiotelescope 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: 42

A Special Educator Conference Associated With the Launch of the Genesis Spacecraft
GILBERT YANOW, NASA/Jet Propulsion Laboratory
LateJune/Early July 2001 at the Kennedy Space Center, FL
Apply: CAL

Note: There is an additional $25 participation fee to cover the cost of transportation. Please continue to check our web page, http://davinci.csun.edu/~scnet/chaut.html for updates on the launch date.

         The Genesis Spacecraft is now scheduled for a launch from Kennedy Space Center (KSC) in early June, 2001. This NASA mission will be to the L1 point, a point about one million miles in from the Earth toward the Sun where there is a balance of gravitation forces. It will remain at the L1 point where it will collect solar wind—pieces of the Sun—for about two years and then return this material to Earth. The aim of the project is to give the best estimate ever made of the starting materials from which the solar system formed. This conference is scheduled to start the day before launch. During this day we will have members of the Genesis Team give us detailed background. After the launch day, we will present other information about the engineering and science of this unique space mission, schedule tours of KSC, and present other information on the history and activities at this premiere space facility. The actual scheduling will depend on any launch holds or slips. In fact, if there is a major problem, we may not see the launch, but we have set the conference for several days to maximize our chances at being there when the Delta II rocket blasts off. Course applicants will be notified of hotel group booking and other details.

For college teachers of: all disciplines. Prerequisites: an interest in the USA space program.

Dr. Yanow is the Outreach coordinator for the Genesis Mission. He has been at JPL for 27 years and was part of the Genesis proposal team and then became the Outreach coordinator for the mission when it was funded. In this capacity he has the lead role in the development of the mission's various outreach activities, including education, public information, working with minority organizations and infusing and transferring technology for the project. Dr. Yanow is also the Director of the California Chautauqua Field Center.

Course: 43

The Sky Of Mauna Kea
ADRIAN HERZOG, California State University, Northridge and GILBERT YANOW, NASA/Jet Propulsion Laboratory
June 25-29, 2001 on the Big Island of Hawaii
Apply: CAL
(Can be combined with Course #36, The Astronomy of Polynesia or Course #46, The Geology of Hawaii and Course #90, Wildlife of Midway Atoll.)

Note: There is a participation fee of $125 for lunches at the Royal Kona Resort and rental of four wheel drive vehicles for the Mauna Kea Excursion. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         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 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 first introduction of the telescope. The Sky of Mauna Kea 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 when we will drive to the 13,000 foot summit of the worlds tallest volcano to visit various observatories, including the Keck Observatory. The extreme altitude does restrict access to individuals in reasonably good health. Children under the age of 16 and pregnant women are not permitted to travel to the summit by observatory policy.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

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 a special consultant to the Deep Impact Project. He has been at JPL for 27 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs.

Course: 44

The Aurora Borealis and Other Arctic Phenomena During the Solar Maximum
SYUN AKASOFU, International Arctic Research Center, JOHN KELLY and VIKAS SONWALKAR, University of Alaska Fairbanks, GILBERT YANOW, NASA/Jet Propulsion Laboratory
March 11-13, 2001 in Fairbanks, AK
Apply: CAL

Note: Co-sponsored by the DAY Field Center. Applications should be sent the CAL Field Center. There may be an additional course fee of $50 for transportation with this course. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         Alaska is ideally situated in the auroral belt, which should afford excellent viewing conditions of the spectacular displays in the night sky especially during this solar maximum year. The course will be composed of lectures at the university and visits to laboratories and field research sites. Lectures will cover current knowledge about the aurora and other electromagnetic phenomena associated with it. Visits will be made to the Trans Alaska Pipeline with discussions on the effect of currents on the pipeline. A visit will be made to the Poker Flat Rocket Range, which supports high altitude research on the aurora. Permafrost is characteristic of this Arctic landscape. Visits will be made to local sites to illustrate the effect of ground ice on structures followed by a visit to the U.S. Army/CRREL-University of Alaska permafrost tunnel, which will afford a first hand view of frozen ground and ice wedges from the "inside" including the bones of animals incorporated in the ice tens of thousands of years ago. The Institute of Marine Science at the University of Alaska Fairbanks conducts an oceanographic training cruise during this period. This one day cruise visits Aialik Bay, a tidewater glacier fiord. The trip by road or air/road to Seward, the departure port of the R/V Alpha Helix offers an excellent cross-section of Alaska and its mountains including Mt. Denali (formerly Mt. McKinley). Participants in this course are welcome to join this cruise. It will be necessary to make your request early in the new year.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

Dr. Akasofu is currently the Director of the new International Arctic Research Center. He served for many years as Professor and Director of the Geophysical Institute and conducted pioneering work on the aurora. Dr. Kelley is Professor of Marine Science in the School of Fisheries and Ocean Sciences. He has conducted research on trace gases and contaminants related to climate, hydroacoustics. Dr. Sonwalkar is Professor of Electrical Engineering in the Engineering Department at the University of Alaska Fairbanks. Dr Sonwalkar has conducted research on the aurora and fisheries hydroacoustics. Dr. Yanow is the Outreach Coordinator for the solar study Genesis Mission. He is also working with the NASA Mission of Deep Impact. He has published research in the field of upper atmosphere physics and photo-chemistry.

Course: 45

NASA JPL Exploration of the Solar System and the Possibility of Life
GILBERT YANOW NASA/ Jet Propulsion Laboratory
August 8-11, 2001 in Pasadena, CA
Apply: CAL

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

         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 and a detailed discussion of small bodies in the solar system, and the new NASA mission to study a comet, Deep Impact. New exciting finding of conditions on satellites such as Europa has suggested new possibilities of life in the solar system. The course will be given at JPL and will include tours of various areas related to the course materials.

For college teachers of: undergraduate science, math, technology and social science courses, graduate students interested in an eventual teaching career. High school teachers are also welcome on a space available basis. Prerequisites: none.

Dr. Yanow is the Outreach Coordinator for the Genesis Mission and a special consultant to the Deep Impact mission. He has been at JPL for 27 years. Dr. Yanow is also the Director of the California Chautauqua Field Center.

Course: 46

The Volcanoes of Hawaii 2001: The Geology of Hawaii and Comparative Planetology
CHUCK BLAY, TEOK and DAVID SEIDEL, NASA/Jet Propulsion Laboratory
June 22-25, 2001 on the Big Island of Hawaii
Apply: CAL
(Can be combined with Course #43, Sky Of Mauna Kea )

Note: There will be a participation fee of $100 for lunches and rental of four wheel drive vehicles for Field Trips. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         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. During this program we will spend one day at the volcanically active Volcanoes National Park one day exploring the basic characteristics of this, the worlds largest shield volcano. A third day is spent in lectures held at the Royal Kona Resort at Kona on the sunny side of the island. Note that in the case of the Big Island, only the portion ABOVE SEA LEVEL is usually shown. Since only 13,000 feet are above sea level and over 18,000 feet are below sea level, maps only show the summit of the Mauna Loa and Mauna Kea volcanic system that are the largest part of the big Island. You should also note that Olympus Mons is a single shield volcano, while the Big Island contains five separate shield volcano systems.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. 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. David acts as the JPL TV commentator during active Mars missions. His background is in the field of astronomy and geography. He also holds a Masters degree in science education and has taught high school science. He is the K-12 Education Officer at the Jet Propulsion Laboratory.

Course: 47

Hawaiian Volcanoes from Mauna Kea to Loihi
ALEXANDER MALAHOFF, University of Hawaii
July 16-20, 2001 in Honolulu and 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: 48

Glaciers in Alaska
KRISTINE J. CROSSEN, University of Alaska Anchorage
June 27-29, 2001 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 boat trip out of Whittier to view fjords and tidewater glaciers in Prince William Sound (College Fjords) and an examination of the geology of the 1964 Anchorage earthquake. 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 the Little Ice Age and recent history of several Alaskan glaciers.

Course: 49

Exploring Iceland's Physical Geography and Geomorphology
JIM WYSONG, Hillsborough Community College
May 5-10, 2001 in Reykjavik, Iceland
Apply: TXA

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

Note:          Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. Round trip airfare from Baltimore/Washington, $550.00. "European style"lodging (double occupancy/includes breakfast), $350.00. Tours and ground transportation, $325.00. Airport transfer in Iceland, $25.00. The tours will include a Reykjavik city tour, local museums, and two all-day trips to the various geologic sites: glaciers, volcanic areas, geysers, waterfalls, fiords, etc. Optional tours will be available, some examples are: "The Blue Lagoon" geothermal pool and tour of surrounding area (featured on the Today Show), horseback riding through the local countryside, boat tours of the islands just offshore near Reykjavik, private jeep tours, etc., most range around $50.00 to $75.00. Chartered air tours will be about $120.00 per person to fly to the Vestmannaeyjar (Westerman) Islands and see Surtsey or fly over the Hekla volcano. Rates and fees may fluctuate.

         Situated on the Mid-Atlantic Ridge, the island nation of Iceland provides a unique location to study myriad volcanic landforms and geothermal features associated with this divergent plate boundary. Additionally, Iceland's high latitude makes it the location of Europe's largest glaciers, and an ideal place to study the interplay between the atmosphere, ocean, and geological processes. Participants will stay in the geothermally powered city of Reykjavik, exploring the outlying areas by motorcoach. Field trips to Langjokull glacier, the Hekla volcano, the fiorded northwest coast, and hydrogeothermal sites are planned. Optional side trips to the Vestmannaeyjar Islands, with a flight over Surtsey will be available as well as a variety of tours featuring historical and cultural points of interest.

For college teachers of: geology, geography, earth science, and related disciplines. Prerequisites: Iceland is noted for dramatically variable weather. May temperatures range from below freezing to shirtsleeve conditions. Beautiful blue skies can quickly give way to a rain shower or snow squall. Participants should be prepared to make short hikes (up to 3 km.) at many of the locations that will be visited.

Jim Wysong is a Professor of Earth Science and Program Manager of Sciences at Hillsborough Community College in Tampa, Florida. He is a life-long resident of Florida and has been actively involved in geographic and geological education workshops and field programs (including two previous trips to Iceland). His research interests include aerial photography and mapping of seagrasses and estuarine geomorphology.

Course: 50

Communicating Chemistry: Reaching Students and the Public-at-Large
BASSAM Z. SHAKHASHIRI and ROD SCHREINER, University of Wisconsin, Madison
June 3-5, 2001 in Madison, WI
Apply: CBU

Note:This course will be offered at the University of Wisconsin in Madison. Applications sent and reduced hotel rates may be arranged before a designated cut off date through CBU.

         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 of 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 of the Chicago Museum of Science and Industry.

Course: 51

CERAMICS: Superconductors and Energy Storage
FATIH DOGAN, University of Washington
June 25-27, 2001 in Seattle, WA
Apply: UWA

         The focus of this workshop is to introduce college faculty to concepts and hands-on laboratory techniques in science and technology which will enable them to incorporate ceramic processing in their courses. 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, making your own high- temperature superconductors, and using 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 superconductor flywheel energy storage systems, thermophotovoltaic generators and medical ultrasound imaging. A field trip to a manufacturing company (e.g. Boeing) in Seattle area is also planned.

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

Dr. Dogan, a Research Associate 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 and national laboratories. Prof. Dogan has over 40 publications in scientific journals and conference proceedings.

Course: 52

Chemistry for Nonscience Majors: The American Chemical Society's New Curriculum; Chemistry in Context
WILMER STRATTON, Earlham College, CONRAD STANITSKI, University of Central Arkansas and CATHY MIDDLECAMP, University of Wisconsin-Madison
June 17-19, 2000 in Eugene, OR
Apply: CAL

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

         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 non science 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: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

Dr.'s 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 of the University of Central Arkansas who also has co-authored chemistry textbooks for science and allied health majors. Dr. Middlecamp is the Director if the Chemistry Learning Center at the University of Wisconsin-Madison and teaches both 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.

Course: 53

Peer-Led Team Learning: The Workshop Model
DAVID K. GOSSER Jr., The City College, CUNY, PRATIBHA VARMA-NELSON, St. Xavier University, JERRY L. SARQUIS, Miami University, MARK CRACOLICE, The University of Montana, LINDA DIXON, Miami University, and RONALD NARODE, Portland State University
May 21-23, 2001 in Pasadena, California
Apply: CAL
June 14-16, 2001 in Philadelphia, PA
Apply: TUCC

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

         The Workshop Project has developed a model of peer-led team learning (PLTL) that has been tested and successfully implemented in chemistry, biology and physics courses at a wide variety of institutions. The PLTL model is robust and can be adapted to and implemented in a variety of teaching situations. The course will address the needs of all disciplines of science and mathematics in beginning a PLTL program.

         The PLTL model 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 students 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 PLTL approach.

         The purpose of this course is to introduce the theoretical and practical elements of the PLTL model and prepare participants to implement PLTL programs in biology, chemistry, mathematics, and physics. In addition, 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 PLTL 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 PLTL. Participants will be provided a guide for the implementation of workshops, a handbook for workshop leaders, and workshop materials for chemistry, biology, and physics. 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, graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

Dr. Gosser is a 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. 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 PLTL publications and the program officer for the WPA Program (small grants to facilitate implementation) in chemistry. Dr. Sarquis is a Professor of Chemistry at Miami University in Oxford, OH. He teaches general chemistry and graduate courses in chemical education. He has been involved with Workshop Chemistry since 1998. He is co-PI on a NSF Adapt-and-Adopt grant to implement Workshop Chemistry and is the co-author of a chapter in a recent publication on peer-led team learning. Dr. 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 Workshop Chemistry and is the co-author of a number of PLTL publications. Linda Dixon is Assistant Dean of Students for Learning Assistance and Retention Programs at Miami University. She serves as the learning specialist for the Miami Chemistry Workshop project and has been involved in the national project since 1999. She is a presenter at national meetings and she is a co-author of a chapter in a recent publication on peer-led team learning. She also has written for the Workshop Project newsletter. Dr. 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 Model. He is the program officer of the WPA Program in physics and mathematics.

Course: 54

Promoting Active Learning in Real-World Contexts in General Chemistry
BROCK SPENCER, Beloit College, and EILEEN L. LEWIS, University of California, Berkeley
June 28-30, 2001 in Troy, NY
Apply: RPI

         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: 55

Synthetic Organic Chemistry - Modern Methods and Strategy
PAUL HELQUIST, Notre Dame University
June 14-16, 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 onto 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: 56

Industrial Organic Chemistry in College Teaching
HAROLD A. WITTCOFF, IBM Chem Systems
June 21-23, 2001 in Philadelphia, PA
Apply: TUCC

         Most students in chemistry can look forward to an industrial career. Yet between industry and academia there is a serious gap occasioned by the fact the 95% of all chemicals in the world are produced by chemistry eschewed by the textbooks. The body of chemistry, which can be organized as a discipline, has as its foundation the same theory that the student studies. And when that theory is embellished with examples of the chemistry on which much of our surroundings depend, it become vibrant and dynamic.

         The course, taught from a liberal arts point of view, provides that missing chemistry. It offers insights into technology – how chemical properties are translated into goods and services. And it deals with key areas of industry's environment – the economics of chemistry, the profile of the U.S. and the world chemical industries, the importance of patents and the importance of communication.

         Participants may expect to leave this course with an understanding of the philosophy of industrial organic chemistry; a detailed understanding of where basic organic chemicals come from; the chemistry by which these basic compounds are converted into useful chemicals, polymers and formulations; how the properties of a material provide the basis for technology; and what is important in the industrial environment.

          Participants will receive a complete set of teaching notes that emphasize how this variety of information can be used in the classroom. A previous participant wrote "this has been the finest course I've taken in years."

For college teachers of: organic chemistry and chemical engineering. The course will be valuable, however, to the teacher of any chemical discipline, including those who teach pre-med students. Prerequisites: at a minimum, a course in organic chemistry.

Dr. Wittcoff is scientific advisor to IBM Chem Systems. He has taught industrial organic chemistry in over 20 universities, including the University of Minnesota, the Weizmann Institute and the University of the Negev in Israel as well as universities in Brazil, Nigeria, India, and China. Primarily, however, he teaches the course to industry personnel and has done so in 28 countries. His first career spanned 35 years with General Mills, Inc., where he retired as vice president of corporate research. He has co-authored Pharmaceutical Chemicals in Perspective (1988), Industrial Organic Chemicals in Perspective (1990) and Industrial Organic Chemicals (1996).

Course: 57

Promoting Active Learning in Introductory Biology Courses
JOHN M. DEARN, University of Canberra, Australia
June 28-30, 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.

         At the college 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 a Professor at the University of Canberra where he teaches first year biology as well as being Director of the Centre for the Enhancement of Learning, Teaching and Scholarship (CELTS). His research interests are in ecological genetics and evolutionary ecology and he has published many research papers in these areas in addition to papers on science teaching. He was a major writer for both volumes of the national year 11/12 biology textbook (Biology: The Common Threads) and led the Australian Biology Olympiad Team in 1994 and 1995. In 1994 he was awarded an inaugural National Teaching Fellowship by the Australian Federal Government and in 1997 was awarded the inaugural Australian Award for University Teaching in the category science teaching.

Course: 58

Helping the Learner to Learn in the Life Science Classroom
HAROLD MODELL and MARY PAT WENDEROTH, University of Washington
July 11-13, 2001 in Seattle, WA
Apply: UWA

         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, fostering a safelearning environment, facilitating student participation, setting and meeting classroom goals, and assessing progress in this environment. Participants should come prepared to conduct a 10-minute "mini-lesson" on any topic they choose using classroom techniques that they currently use.

For college teachers of: of all life sciences interesting in fostering a more meaningful 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 16 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.

Course: 59

Integrating Inquiry and Technology into a Biology Laboratory for the Non-Major Student
PHILLIS S. LAINE and LINDA J. HEATH, Xavier University
June 18-20, 2001 in Cincinnati, OH
Apply: DAY

Note:           This course will be offered at Xavier University in Cincinnati, Ohio. Applications should be sent to the DAY Field Center. Optional reduced rate lodging will be available.

         Since publication of the National Science Education Standards in 1996, there has been an emphasis on inquiry method in the teaching of science. The inquiry approach places students in activities that develop knowledge and an understanding of how scientists study the natural world. It requires that students identify assumptions, use critical thinking, and consider alternative explanations. This course exemplifies the changing emphasis for professional development standards as outlined in the National Science Education Standards, p. 72, (1996), National Academy Press, Washington, D.C.

          This course demonstrates how to incorporate inquiry method and computer technology in a multi-sectional biology lab course for non-majors. Participants will be able to experience several of the laboratory activities and decision-making process used to develop “Discovering Life Science.” The laboratory is equipped with computers and computer technology is used to enhance the ability to conduct inquiry and understand science. Participants will use a variety of computer skills in the lab, including basic word processing; Microsoft Excel; Inspiration software for concept mapping; use of a flatbed scanner; use of a digital camera to document evidence; use of a document camera for presentations; and digital microscopy. Discussions in the course will focus on “the nuts and bolts” of implementing inquiry for the non-major student.

          Discovering Life Science is divided into three phases: Introduction (Students experience inquiry investigations). Practice (Students practice an inquiry investigation). Application (Students perform an inquiry investigation). In such an inquiry-based lab, undergraduates work as research teams. Student instructions and team lab notebooks (TLNB) are on-line. The computer serves as the laboratory notebook. At the end of each phase, teams are required to submit a completed science journal article to a class journal, called the Journal of Undergraduate Biological Inquiry (JUBI). This course was developed as a two-year project that was partially funded by NSF under the Course, Curriculum and Laboratory Improvement Program DUE 99-50373.

For college teachers of: introductory biology and science education. Prerequisites: none.

Dr. Laine is a molecular biologist on the faculty at Xavier University. She has received two university awards for improving the quality of undergraduate education. From 1994 to 1998 she was the Science Educator for the Southwest Region of Ohio for Project Discovery, an NSF statewide project on inquiry teaching. Professor Heath has been on the Xavier University faculty for 20 years. She has served as presenter at a variety of workshops for elementary and secondary teachers.

Course:60

Physiology for Physiology and Biology Teachers
HAROLD MODELL and MARY PAT WENDEROTH, University of Washington
July 16-18, 2001 in Seattle, WA
Apply: UWA

         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 the physiology component of an anatomy and physiology at the undergraduate level.

See Course #58 for biographical sketch.

Course: 61

Food, Free Radicals, Aging, and Psychological Factors in Cancer Risk
JULES ELIAS, Oregon Health Sciences University
September 12-14, 2001 in Pasadena, CA
Apply: CAL

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

         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 very large amounts of oxygen for the maintenance of body activity. Oxygen undergoes oxidativephosphorylation in mitochondria, the primary source of bio-energy 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: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. 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

Neurobiology for the Millennium: The Neocortical Basis of Mind
PAUL ADAMS, State University of New York at Stony Brook
June 14-16, 2001 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 the 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 of: 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. 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: 63

Infancy: The New Frontier
NORA NEWCOMBE and KATHY HIRSH-PASEK
May 14-16, 2001 in Philadelphia, PA
Apply: TUCC

         The last 20 years has witnessed a revolution in our understanding of infancy. We used to think of infants as passive and cute beings living in a world of "blooming buzzing confusion." Recent research, however, tells of an infant who is a "scientist in the crib." This course offers a panoramic view of the new research and its consequences. On the first day, students survey the field to get a better understanding of current findings on how infants think, their early social development and attachment, and the oft discussed link between brain growth and behavior. On the second day, a field trip to an infant laboratory demonstrates up close and personal the new techniques that allowed researchers to look beneath the surface of infant behavior. Finally, on the third day we examine the gap between research and policy. What is reflected in the popular press and how does this relate to what we know about infant education, child care, attachment bonds, etc? What can we do to begin to bridge this gap? The course will be taught by two leading experts and authors in the field of infant development who will serve as guides into the new frontier of infant learning.

For college teachers of: psychology (developmental, cognitive, and experimental), social policy, and pediatrics. Prerequisites: none.

Dr. Newcombe is a nationally renown researcher and theorist in the areas of cognitive psychology and education. She is the author of Making Space: The Development of Spatial Representation and Reasoning, along with numerous articles and a textbook. Dr. Hirsh-Pasek is a nationally known expert in language development and cognitive psychology. She is the co-author of several books, including How Babies Talk: The Magic and Mystery of Language Acquisition in the First Three Years.

Course: 64

Development and Plasticity of the Brain
LESLIE P. TOLBERT and PAUL A. ST. JOHN, University of Arizona
April 6-8, 2001 in Tucson, AZ
Apply: UAZ

         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, or experience. The course will include lectures, discussions, and laboratory demonstrations.

         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 5-7, 2001 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

Starting Biotechnology Courses: A Manual for Teachers
LINNEA FLETCHER and ALICE SESSIONS, Austin Community College
May 21-23, 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.

         This workshop will focus on the approaches to introducing biotechnology courses into the curriculum. College faculty will learn how to involve their local bioscience industry in curriculum development, teaching, equipment donations, student internships and faculty externships. Examples of best-practice techniques for teaching biotechnology will be emphasized, using models of the most successful programs from around the nation. Proven techniques for recruiting students into biotechnology will be discussed.

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

Dr. Fletcher is Biotechnology Program Coordinator at Austin Community College where she began a new biotechnology program two years ago. She is also Regional Director of the South Central Region of BioLink, a National Science Foundation Center grant for education in biotechnology. Dr. Sessions is Associate Professor of Biology and Biotechnology at Austin Community College. She is also a principal investigator, along with Linnea Fletcher, of TioTechEd, a National Science Foundation project grant to put supported biotechnology courses into high schools which is being used as a national model.

Course: 67

Biochemistry Laboratory Workshop: Protein Characterization
LAURAINE DALTON, Harvard University
June 11-13, 2001 in Cambridge, MA
Apply: HAR

         This workshop offers practical experiments for characterizing proteins, and the techniques may be adapted to extending an undergraduate laboratory curriculum to research prototype experiments. The workshop features a set of experiments that enable an investigator (the undergraduate student) to determine the size, subunit composition, and enzyme activity of a protein isolated from a biological specimen. Purification strategies of cell disruption, centrifugation, and affinity chromatography will be illustrated. Protein size will be determined by two related techniques -- ultracentrifugation and size exclusion chromatography. Subunit composition will be addressed by chemical cross linking.

         Polyacrylamide gel electrophoresis (PAGE) will be used to identify cross linked subunits, and PAGE will be used to identify the proteins in fractions from the centrifugation and chromatography experiments. The sensitivity of detection of proteins by UV absorption and staining methods will be compared. Molecular structure displays in web-based computer programs complement the laboratory characterization of enzymes.

         Participants will have the option of looking behind the scenes at undergraduate laboratory setups such as preparing colored derivatives of proteins for chromatography standards, and to tailor their own web-based molecular structure displays. The design of medically useful inhibitors of enzyme activity will be illustrated as an example.

For college teachers of: biochemistry and chemistry. Graduate student teaching fellows are welcome. Prerequisites: knowledge of basic undergraduate science.

Dr. Dalton is the coordinator of undergraduate biochemical sciences laboratories. Her research interests include chemical derivatization of membrane proteins, and structure-function studies by enzyme activity and spectroscopic measurements.

Course: 68

Biotechnology for Interdisciplinary Science
JACK G. CHIRIKJIAN, Georgetown University, EDWARD KISAILUS, Canisius College and KAREN M. GRAF, EDVOTEK, Inc.
May 31-June 2, 2001 Washington, DC
Apply: PITT
June 13-15, 2001 in Seattle, WA
Apply: UWA

Note:          There will be an additional laboratory fee of $150 to cover the costs of the reagents used in this workshop.

         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 DNA agarose gel electrophoresis, denatured protein 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 prices to workshop participants to be delivered after the workshop. The course can be taken in conjunction with Biotechnology for the Undergraduate Biology Classrooms (Course #64).

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

Dr. Chirikjian is a Professor of Biochemistry and Molecular Biology and Director of the biotechnology program 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 Merk Innovation in Undergraduate Science Education Awardee. Ms. Graf is Director of Educational Services at EDVOTEK, Inc., which manufactures equipment and experiment modules for undergraduate Biotechnology education.

Course: 69

Biotechnology for the Undergraduate Biology Classrooms
JACK G. CHIRIKJIAN, Georgetown University and KAREN M. GRAF, EDVOTEK, Inc.
June 4-6, 2001 Washington, DC
Apply: PITT
June 18-20, 2001 in Seattle, WA
Apply: UWA

Note:          There will be an additional laboratory fee of $150 to cover the costs of the reagents used in this workshop.

         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 into their major and non-major biology courses. Experiments include purification of plasmid DNA, agarose gel electrophoresis, DNA restriction analysis, mapping and sequencing, Southern Blot analysis, polymerase chain reaction (PCR), bacterial transformation and cloning, human DNA fingerprinting, and the application of molecular biology to human diagnostics.

         EDVOTEK, the corporate partner, will offer equipment and reagent packages at discounted prices to workshop participants at the end of the workshop. Biotechnology for Interdisciplinary Science (Course #63) or it's equivalent is recommended.

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

Dr. Chirikjian is a Professor of Biochemistry and Molecular Biology and Director of the biotechnology program 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: 70

New Directions in Bioinformatics and Biotechnology Workshop
CHRIS BYSTROFF and DONNA E. CRONE, Rensselaer Polytechnic Institute
August 1-3, 2001
Apply: RPI

         At the intersection of biology, information technology, computer science, and genetic engineering is a revolutionary industry and the career advancement opportunity of a lifetime.

         In a world where data is being amassed faster than it can be analyzed and utilized, there is a tremendous demand for professionals who can use technology to digest the ever-growing mass of genetic information. We are answering that demand with our bioinformatics programs at Rensselaer.

         Bioinformatics is the science of storing, extracting, organizing, analyzing, interpreting, and utilizing biological information. It is the backbone of leading research laboratories, hospitals, and pharmaceutical companies, and the driving force of biotechnology and genetic engineering. We offer you this one-of-a- kind, breakthrough workshop in a high growth industry from a university on the leading edge of science, information technology; and interdisciplinary learning.

         This workshop will explore key topics in bioinformatics and drug discovery. You'll learn from leading researchers and educators of the drug industry, gain hands-on experience in this growing field, and advance your knowledge base.

For college teachers of:biosciences, computer science, math, chemistry and chemical engineering. Prerequisites: introductory college-level biology; college-level math; some experience using computers.

Dr. Bystroff is an Assistant Professor of Biology at Rensselaer Polytechnic Institute. His research interests are prediction of protein folding and structure via simulation and database modeling, and computational biology. Dr. Crone is a Clinical Assistant Professor of Biology at Rensselaer Polytechnic Institute. Her research interests are control of eukaryotic gene expression; expression of heat shock protein genes; biochemical purification of genetically engineered proteins. Dr. Martyn is a Clinical Associate Professor of Computer and Information Science, Rensselaer at Hartford. His research interests are database analysis, design, and implementation. He has 25 years of experience teaching and consulting in manufacturing and finance sectors. Dr. Salerno is a Professor of Biology and Director of Bioinformatics at Rensselaer Polytechnic Institute. His research interests are bioinformatics; molecular modeling of protein; thermodynamic and spectroscopic features of enzymes and enzyme mechanisms. Current research is being conducted in nitric oxide synthase, crystalline, and P450 superfamily enzymes. Dr. Smith is a Clinical Assistant Professor of Biology at Rensselaer Polytechnic Institute. Her research interests are structure and function of nitric oxide synthase and related enzymes; physiological effects of nitric oxide in plant and animal tissues. Dr. Wentland is a Professor of Chemistry at Rensselaer Polytechnic Institute. His research interests are medicinal and organic chemistry of anticancer agents and opioids applicable to human therapy. Dr. Zaki is an Assistant Professor of Computer Science at Rensselaer Polytechnic Institute. His research interests are the design of algorithms for various data mining techniques; data mining applications in bioinformatics, such as DNA, RNA, protein sequence analysis, and drug design; developing faster methods for the overall data mining process. Dr. Zuker is a Professor of Mathematical Sciences at Rensselaer Polytechnic Institute. His research interests are bioinformatics, specifically in algorithms for nucleic acid and protein sequence analysis. He is best known for his work on algorithms for predicting RNA and DNA secondary structure.

Course: 71

Teaching Histories of Medicine and Healing in China
LINDA BARNES, Boston University, TJ HINRICHES, Connecticut College, BRIDIE ANDREWS, Harvard University
May 11-13, 2001 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 Hinriches 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: 72

Updating Immunology
RICHARD A. GOLDSBY, Amherst College
June 21-23, 2001 in Cambridge, MA
Apply: PITT
June 28-30, 2001 in Seattle, WA
Apply: UWA

Note: This course is cosponsored by and the Cambridge offering will be held at the Whitehead Institute. Applications should be sent to the PITT Field Center for the Cambridge offering.

          During the past decade, the application of new and extraordinarily powerful techniques has brought rapid progress in molecular, cellular and clinical immunology. As workers in other fields have become aware of the advances in cellular and molecular immunology, the realization has grown that the immune system provides model systems for the study of phenomena such as recognition, regulation and development that are of fundamental interest to all areas of biology. The practical applications of immunology play an important and increasing role in the biotech and pharmaceutical industries. As a result, immunology now attracts the serious interest of many who do not consider themselves immunologists.

          This short course is offers an opportunity to obtain an up-to-date summary of immunology. A combination of presentations, discussions and handouts will provide a state-of-the-field survey that will be useful to those who have recently become interested in immunology as well as to those wishing to refresh their view of this unusually rapidly changing field. Much of the basic immunology presented in this course is anchored to infectious disease, diagnostics, transplantation, vaccination and cancer immunology. The exploration of these practical themes makes clear the special opportunity immunology provides for illustrating the tight coupling between basic and applied biology. Specifically, participants in this course will examine the cellular and molecular biology of antibody and T cell receptor diversification; antigen-antibody reactions and their use in a variety of types of immunoassays; cellular interactions underlying immune responses; cytokines and their regulatory effects; and tolerance and transplantation. Issues of tumor immunology, such as cancer vaccines will be discussed and an update on the immunology of AIDS will be included.

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

For college teachers of: the biological sciences, those involved in research or work in immunology will also find the course useful. Prerequisites: none.

Dr. Goldsby is a Professor and John Woodruff Simpson Lecturer at Amherst College in Massachusetts and adjunct professor at the University of Massachusetts at Amherst where he was previously a Distinguished University Professor. He was previously Master of Pierson College at Yale University. He is the author of a number of books including Kuby Immunology (2000) with Tom Kindt & Barbara Osborne and Thinking AIDS with Mary Catherine Bateson and numerous research papers. He currently conducts research in veterinary immunology and teaches immunology to undergraduate and graduate students.

Course: 73

Biology for the Design of Novel Materials
MEHMET SARIKAYA, University of Washington
July 11-13, 2001 in Seattle, WA
Apply: Apply: UWA

         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. It will describe biological systems (single and multicellular), synthesis principles, biomaterials, and their properties. 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 typical 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 in the evening.

For college teachers of: chemistry, physics, technology, 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 of materials science and engineering with emphasis on structure-property correlations in materials (metals, ceramics, polymers, composites). His major interest 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: 74

Conservation Biology Considered
DAN PERLMAN, Lincoln Institute of Land Policy
May 30 - June 1, 2001 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 will 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 Professor 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: 75

The Loss of the World's Marine Biodiversity
JERRY R. SCHUBEL, New England Aquarium
May 10-12, 2001 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, Carolyn 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.

Jerry R. 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 has broad research interests, with a specialization in coastal zone management.

Course: 76

Using Science to Solve Crimes
PAULETTE SUTTON, STEVEN A. SYMES, and CYNTHIA GARDNER, University of Tennessee
May 14-16, 2001 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. Symes is 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 postdoctoral 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: 77

Advanced Forensic Science
PAULETTE SUTTON, STEVEN A. SYMES and CYNTHIA GARDNER, University of Tennessee
May 17-19, 20001 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.

See previous course description for biographical sketches.

Course: 78

Molecular Epidemiology-Molecular Methods for Subtyping Bacterial Pathogens
SUZANNE S. BARTH, Texas Department of Health and University of Texas at Austin
May 6-8, 2001 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 reemerging) 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: 79

Creation, Evolution or Both? A Multiple Model Approach
CRAIG E. NELSON, Indiana University
April 4-6, 2001 in Dayton, OH
Apply: DAY

         Recent legislative, courtroom, and textbook and curriculum adoption battles focusing on creationism and evolution and the rreemergence of "intelligent design" arguments 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 within 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" and "intelligent design" will be presented, as will a summary of the current state of science in areas central to the controversy. These will include: the relevance of the second law of thermodynamics, dating methods, the overall sequence in the fossil record, transitional forms, molecular aspects, and the processes of macroevolutionary change. In considering these topics, participants will examine a variety of resources useful both in preparing for the classroom and as resources for the students. 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 been named a Carnegie Scholar for 2000-01 by the Carnegie Foundation. He has also 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, the National Association of Biology Teachers, and the Society for the Study of Evolution. 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). His most recent relevant chapter, Effective Strategies for Teaching Evolution and Other Controversial Subjects was published in 2000 in The Creation Controversy and the Science Classroom by the National Science Teachers Association. (Both chapters will be distributed during 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: 80

Ecological Communities and Geological Features of the Colorado Western Slope
DONALD SULLIVAN, University of Denver and P. KELLY WILLIAMS, University of Dayton
June 10-13, 2001 in Grand Junction, CO
Apply: DAY

Note:         Applications should be sent to the DAY Field Center. This course will run from early morning to late evening each day. Estimated cost for lodging and meals is about $65 per person per day.

         This four-day course will examine several ecological communities on the Western Slope of the Colorado Rockies in the context of the geological features. These diverse communities in the inter-mountain west span deserts to subalpine woodlands. Visits are planned for the ecological communities of sagebrush steppe, saltbush-greasewood, juniper-pinyon forest, gambel oak woodlands, and montane and subalpine life zones including subalpine fens. Geological features will be examined in an ecological transition zone from the lowland and canyon riparian communities along the Colorado River to the high elevations of the Grand Mesa. The Grand Mesa National Forest, the Colorado National Monument, Canyonlands National Park, and Arches National Park (near Moab, Utah) will be visited.

For college teachers of: biology, geology and other disciplines. The course will be offered at a general level. Prerequisites: none.

Dr. Sullivan is an Associate Professor of Geography at the University of Denver. His research interests involve the reconstruction of past vegetation and climates through paleoecological studies. Research sites have been studied in the Front Range, on Grand Mesa and in western Turkey. Dr. Williams is Professor of Biology at the University of Dayton. His research interests have focused upon small mammal population ecology and evolution of mole salamanders. Dr. Williams has extensive interest in science education at all levels including serving as Course Director for Ecology of the Rockies in the Chautauqua Program.

Course: 81

Exploring Field Techniques And Current Topics in Estuarine and Ocean Sciences
JAN NEWTON, University of Washington
June 5-9, 2001 in Friday Harbor, WA
Apply: CAL

Note: This course has a participation fee of $210 (in addition to the application fee which, covers room and board and use of the research vessel.) Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         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 Niño-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: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

Dr. 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.

Course: 82

Ecology And Conservation of Marine Birds And Mammals
W. BRECK TYLER, The University of California, Santa Cruz
June 5-9, 2001 in Friday Harbor, WA
Apply: CAL

Note: This course has a participation fee of $210 (in addition to the application fee which, covers room and board and use of the research vessel.) Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         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: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. 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 pinnipeds in California, the Pacific Northwest, Mexico, Alaska and Hawaii.

Course: 83

Hawaiian Marine Ecosystems
P. KELLY WILLIAMS, University of Dayton, and KIMBERLY SANDER, Guam Community College
July 9-13, 2001 in Honolulu, HI
Apply: DAY

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

         This five-day course is an introduction to tropical Hawaiian marine ecosystems. The Hawaiian Islands are home to the largest coral reef system in the USA. Our focus will be on the exploration of tropical marine systems of 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 Molokini Crater and Honolua Bay on the island of Maui and Hanauma Bay and Kaneohe Bay on the island of Oahu. Participants will have the opportunity to visit coral reef systems with faculty experienced in marine biology. Deeper reefs (down to 125') will be visited on an Atlantis Submarine, a commercial submarine, on the island of Maui. Participants will visit University of Hawaii faculty at the research and teaching laboratories of the Hawaiian Institute of Marine Biology ( HIMB) on Coconut Island just off Oahu. At HIMB researchers will present talks on coral reef biology and the monitoring of Hawaiian reef systems, marine mammal behavior, deep sea fisheries and movements of reef sharks. A snorkel trip is planned for Coconut Island.

         The course will begin on the island of Maui. On the first day we will focus on an introduction to Hawaiian marine ecosystems. We will explore the coral reefs off Maui in the 48-passenger Atlantis Submarine, followed by a snorkeling field trip to Honolua Bay north of Lahaina. There will be a snorkeling trip to Molokini Crater, a submerged volcanic crater off the southern shore of Maui. Then the group will fly to Honolulu on the island of Oahu where the workshop will visit the Waikiki Aquarium and snorkel at Hanauma Bay. A full day visit will be made to the Hawaiian Institute of Marine Biology on Coconut Island. On the last day participants certified in SCUBA may dive at Shark's Cove on the north shore of Oahu. For the other participants there will be a terrestrial field trip on Oahu. Some adjustment in this schedule may be made at the start of the course. Additional details will be provided at that time.

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. For a decade he was a Chautauqua course director with Dr. Michael Monahan of the University of Denver in a field-based course on the 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. Kimberly Sander is an associate professor 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. She is a fish ecologist and is a certified SCUBA instructor with countless dives in the western Pacific.

Course: 84

Visualizing the Earth and Oceans from Space
TOM NOLAN and GILBERT YANOW, NASA/Jet Propulsion Laboratory
August 16-18, 2001 in Pasadena, CA
Apply: CAL

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

         NASA is applying the methods and technology learned from the exploration of other planets and satellites in our solar system to study the Earth. The main objects of this work are to determine as accurately as possible the current condition of our Earth's environment and better understand what effect humanity is having on that environment. This new knowledge will allow us to live in better harmony with Earth while maintaining a good quality of life for all on this planet. This course will cover the various technologies that are now being used, such as various types of sensors that observe our land, oceans and atmosphere in different wavelength, the use of radar to allow us to better observe land and ocean and new technologies that lie in the future. These programs produce massive amount of data. How these data are handled and understood is another major area we will investigate. Different current missions will be discussed in detail.

For college teachers of: undergraduate science, math, technology and social science courses, graduate students interested in an eventual teaching career. Prerequisites: none.

Dr. Nolan has a lead role in the development and presentation of educational materials associated with Earth System Science. He is involved with many of the key Earth study mission now active and also future planned programs. His science background is in Marine Sciences. Dr. Yanow is the Outreach Coordinator for the Genesis Solar Mission and has also work for years with the Earth Systems area. His science background is in applied physics. He is the Director of The California Chautauqua Field Center.

Course: 85

The Earth Semester - An Integrative, Immersion Model for Environmental Studies in Context
DEBORAH COLODNER, Columbia University, Biosphere 2 Center
June 14-16, 2001 in Oracle, AZ
Apply: UAZ

         Biosphere 2 is the largest enclosed ecological laboratory in the world. It sits on a 250 acre campus between Tucson and Phoenix, Arizona. The Biosphere 2 apparatus covers about 3 acres of Arizona grassland with complex ecosystems: a tropical rainforest, a million gallon coral reef tank, a savanna, a march, a desert and a cottonwood forest. Columbia University took over management of the site in 1996 and is far along in the process of refitting Biosphere 2 for tight atmospheric control and monitoring of ecosystem processes. Currently, there are research programs going on in the former agricultural area, now transformed into a forestry experiment, in the coral reef, and in the rainforest. These experiments are designed to take advantage of the unique scale of Biosphere 2. Its systems combine the environmental controls of a laboratory with some of the biological complexity of the "real" world. Here scientists can test models that have been developed at the laboratory scale for applicability to larger, more complex systems.

         The Biosphere 2 Center is also a laboratory for educational research, reform, and remediation where the case is being made each semester for integrative environmental studies in context. Easy access to the Biosphere 2 Center apparatus and to ongoing research "under the glass," clear night skies and a new 24" telescope, and the experiences of faculty who are the eye-witness participants in this unique immersion experiment in reforming undergraduate education, all work to provide immediate benefits beyond traditional classrooms. By learning how to take the measure of local systems and use those metrics as a teaching metaphor for human interactions with planet earth, environmental science, policy, and issues become seamless experiences for teachers and their students. The flagship educational program that will serve as a model for this forum is the 16-week Earth Semester curriculum. Follow-up activities include making use of Biosphere 2 systems and software at a distance.

For college teachers of: physical, biological, earth and environmental sciences who have a strong interest in relevant undergraduate science education at the interface with the surrounding political and social issues and matters of policy and wish to increase both their content and teaching skills while being exposed to a new integrative, immersion model for teaching and learning. Prerequisites: none.

Dr. Colodner, the creator, designer, and director of the Earth Semester at Biosphere 2 Center, s an environmental chemist whose research focuses on the movement of heavy metals through the modern environment and reading the chemical records in sediments to learn about past environments. She teaches about the chemical and physical factors controlling the movement of both natural and pollutant material around the environment. Debra received her undergraduate education at Yale, a Ph.D. in geochemistry from MIT, and was a postdoctoral fellow at Columbia University's Lamont-Doherty Earth Observatory.

Course: 86

Weather Forecasting the Twenty-First Century
CLIFFORD F. MASS, University of Washington
August 8-10, 2001 in Seattle, WA
Apply: UWA

         The technology of weather forecasting and our understanding of how the atmosphere works have improved rapidly during the past quarter century. As computer power rapidly increases, our ability to simulate the atmosphere at higher and higher resolution and with more realistic physics has grown. New observing systems--ranging from high-powered weather radars to remote sensing from satellites--now provide a far more detailed view of evolving weather systems. Enhanced observations and better computer models have enabled meteorologists to gain a detailed understanding of how weather systems develop, as well as reduce limitations to potential forecast skill. Understanding global phenomena such as El Nino, La Nina, and the Pacific Decadal Oscillation have provided, for the first time, the ability to forecast the character of upcoming seasons months ahead of time.

         This course will begin by reviewing the basics of weather forecasting, and specifically how computer models and observations are combined to provide short-term and seasonal forecasts. Major new observing systems will be reviewed, as well as advances and the challenges in numerical weather prediction for the next few decades.

         We will also consider topics such as: How skillful can weather forecasts become? Is weather information underutilized? and How can one access and apply weather data from the Internet?

For college teachers of: all subjects where weather can be an important component, from atmospheric science to ecology. Prerequisites: none.

Dr. Mass is a Professor of Atmospheric Sciences at the University of Washington. His research and teaching are in the areas of weather forecasting, synoptic/mesoscale meteorology, mountain meteorology, and the weather of the western U.S. Dr. Mass directs an operational forecasting center at the University of Washington where he and colleagues are exploring the value of ultra- high resolution and multiple forecasts (ensembles) for weather prediction.

Course: 87

Oceans and Human Health
RICHARD OWEN, Bermuda Biological Station for Research
April 2-4, 2001 in Bermuda
Apply: TXA

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

Note:This course will be conducted at the Bermuda Biological Station for Research, (BBSR). Participants are responsible for the costs of lodging, meals, transportation to and from Bermuda, and local transportation. The costs for lodging is ~ $91.00 per day, including 3 meals per day (subject to availability). A course fee associated with this course of approximately $100.00 will cover field trips and lab use.

         Held on the island of Bermuda this course aims to promote understanding of the link between the oceans and human health at the global, ecosystem, organismal and molecular levels. As a mid ocean, reef-fringed island, Bermuda's population and ecosystems are intimately linked with the surrounding ocean. Participants will stay at the Bermuda Biological Station for Research situated near the historic coastal town of St. Georges. Faculty research staff within the Center for Ocean and Human Health will present a series of lectures that illustrate the ocean's role in human health from global to molecular levels.

         Topics covered will include the role the oceans play in influencing global climate change, the increasing role of aquaculture in human nutrition, current research directions in marine pollution and toxicology, harmful algal blooms and marine toxins, and bioprospecting for cures from the deep (marine pharmaceuticals). Two field trips will be conducted by boat. Firstly, the importance of coral reef ecosystems to tropical coastal communities will be discussed and complemented by a field trip to view Bermuda's reefs. Secondly, current research directions being promoted by the UN Rapid Assessment of Marine Pollution Program will be discussed and complemented by a field trip around Bermuda's inshore water with laboratory demonstrations.

         For additional information on the Bermuda Biological Station for Research please visit http://www.bbsr.edu/.

For college teachers of: biology, chemistry, medicine, earth sciences and related disciplines. Prerequisites: none.

Dr. Owen is Assistant Research Scientist of Environmental Chemistry and Toxicology at the Bermuda Biological Station for Research (BBSR). Guest Lecturers from the BBSR include Dr. Nick Bates, Associate Research Scientist in Ocean Biogeochemistry, Dr. Fred Lipschultz, Associate Research Scientist in Coral Reef Physiology, Dr. Hank Trapido-Rosenthal, Associate Research Scientist in Molecular Biology, and Dr. Samia Sarkis, Assistant Research Scientist in Aquaculture.

Course: 88

The Ecology of Desert Plants in the Mojave National Preserve
ERIK P. HAMERLYNCK, Rutgers University
May 14-18, 2001 in the Mojave National Preserve, CA
Apply: SUSB

Note: Participants must be prepared to work under demanding conditions, and should be in good physical condition. Participants are responsible for arranging travel to and from Las Vegas, Nevada. The class will be based out of Norris Camp at the Sweeny Granite Mountains Research Center. Sleeping and cooking facilities are limited at Norris Camp, and participants are encouraged to bring their own tents, stoves, and sleeping bags. A participant's fee of $30.00 will be charged in addition to the $75.00 application to cover transportation from Las Vegas to the Eastern Mojave Preserve, housing at Norris Camp, food, and other field supplies.

         This five-day course will provide an extensive introduction to one of the most beautiful and severe environments in North America, the Mojave Desert of eastern California. The Mojave National Preserve is a unique venue that encompasses the full range of Mojave Desert habitats within a relatively small geographic area. Field trips in the first portion of the course will examine the historical landform, geomorphic, and soil processes that provide the ecological context of the diverse plant communities in this area. This will provide the framework for the second part of the course, where participants, either individually or in groups, will formulate hypotheses on plant responses from physiological to community levels, and test those hypotheses in the field.

For college teachers of: environmental science, environmental education, biological sciences or ecology. Prerequisites: good physical conditioning and common sense.

Dr. Hamerlynck is a Professor of Plant Ecophysiology in the Department of Biological Sciences, Rutgers University, where he teaches plant physiology, field ecology, and plant ecophysiology. His research centers on the ecophysiology of aridland vascular and non-vascular plants, with a particular emphasis on interdisciplinary work with geologists and plant community ecologists in deserts across the arid Southwest.

Course: 89

Ecology of South-Central Alaska
BJARTMAR SVEINBJÖRNSSON and DONALD SPALINGER, University of Alaska Anchorage
June 23-25, 2001 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: 90

Wildlife of Midway Atoll
RAY WILLIAMS , Rio Hondo Community College
June 30 - July 7, 2000 on Midway Atoll, Central Pacific
Based On Saturday Only Flights to Midway Atoll Central Pacific
Apply: CAL

Note: There is an additional fee of $50 for this course to cover the cost of local boat trips. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         Midway Atoll, located along the leeward chain of the Hawaiian archipelago, consists of three islands totaling about 1,500 acres surrounded by a shallow white sand lagoon with turquoise waters and sheltered by a coral reef. However, these islands are actually a small part of a much larger coral atoll. The circular fringing reef at Midway began to form millions of years ago on the slopes of a volcano. The refuge includes nearly 300,000 acres of submerged lands, reef, lagoon and sandy islands.

         In June 1942 Midway Atoll was the site of a pivotal naval battle considered by historians to be the turning point of World War II in the Pacific. In late 1996, Midway Atoll was transferred to the Department of Interior, U.S. Fish and Wildlife Service, and declared a National Wildlife Refuge. Midway offers an unsurpassed wildlife experience. More than two million birds visit Midway during the course of a year including 20 species of migratory birds. Midway is refuge for the world's largest colony of Laysan Albatross or "gooney birds", nearly half a million pairs. Other nesting birds include shearwaters, Black-footed Albatross, Bonin Petrel, Red-tailed Tropicbird, Brown and Masked Boobies, terns, and Great Frigatebirds. The highly endangered Short-tailed Albatross visits Midway regularly. Midway is also a refuge for spinner dolphins, the endangered Hawaiian monk seal which are unique to the atolls of the Western Hawaiian Chain and the highly threatened green sea turtle.

         Similar to the Galapagos, much of the wildlife on Midway has remarkably little fear of humans. You can walk within a few feet of nesting seabirds, and some animals such as the omnipresent albatross will even come and investigate you. The reef life is abundant on Midway, and fish are exceptionally large and unafraid of snorkelers. In addition, Hawaiian monk seals that pup and rear their young on Midway's beaches and nearshore waters can be spotted from observation points, a resident pod of nearly 250 spinner dolphins that spend each day within Midway's protected lagoon waters are often observed with their acrobatic leaps during boat tours, and green sea turtles are seen as they haul out to rest on the island shores.

         The Department of Interior, U.S. Fish and Wildlife Service selected Midway Phoenix Corporation to manage the complex facility and provide the public an opportunity to visit this unique place for the first time. In addition to the mission of maintaining and restoring its natural biological diversity, provide opportunities for scientific research, environmental education, and compatible wildlife dependant recreational activities; the Department of Interior is charged with preserving and interpreting the unique historical resources of Midway Atoll. Midway has no entry requirements for U.S. Citizens. When you return to Honolulu airport you will be required to pass through U.S. Customs and agricultural inspections. Proof of citizenship must be produced for re-entry into the United States so on your return to Honolulu you will be required to show passport, certified birth certificate, or similar form of identification. Professor Williams and the Science Staff working the Midway National Wildlife Refuge.

For college teachers of: undergraduate science, math and technology courses, and graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

Dr. Williams is a long-time Professor of Biology, at Rio Hondo College, Whittier, CA. He is also an environmental consultant, and environmental activist. He has spent years studying Pacific region island adaptations, wildlife, and a variety of environmental issues. He has made ten visits to Hawaii, several visits to southern California islands, Midway Atoll and one to Grenada. He will be assisted by members of the U.S. Forest and Wildlife staff that work on Midway. These researchers conduct long term studies of bird, sea mammal, and other life of this region. These studies have as

Course: 91

Ecology of Mammals of the Eastern U.S. Deciduous Forest
JOSEPH F. MERRITT, Powdermill Biological Station, Carnegie Museum of Natural History
August 20-24, 2001 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 Pennsylvania published by the University of Pittsburgh Press and coauthor of the market-leading college textbook, Mammalogy: Adaptation, Diversity, and Ecology published 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: 92

Field Techniques in Animal Behavior
LESLIE DIGBY, Duke University
May 9-11, 2001 in Durham, NC
Apply: TUCC

         Hands-on experience observing animals is an exciting way to the study many issues in animal behavior, as well as appropriate scientific methods, data analysis, and problem solving approaches. Add some enigmatic and highly endangered primate species and you are eager to solve some of the key questions about how animals interact with the environment and each other. In this course, participants will learn how to set up research questions, determine the best data collection protocol, analyze data, and write up results. Participants will get hands-on experience using these techniques by observing the prosimian groups at the Duke University Primate Center. During the warmer months, lemurs are "free-ranging" in natural habitat enclosures (up to 11 hectares in size) and participants will follow several primate groups as they wander through the forest. The techniques taught in this course are applicable to research projects at local zoos as well as with accessible and abundant local fauna (e.g., squirrels, blue-jays, etc.).

         The course will be held at the Duke University Primate Center (DUPC), 2 miles from campus. Participants must abide by DUPC rules concerning working with animals, including their current health status (bring evidence of a recent negative TB test and be current on tetanus shots). Bring appropriate clothing for hiking outdoors.

For college teachers of: biological sciences, including biological anthropology and comparative psychology. Prerequisites: none.

Dr. Digby is a faculty member in the Department of Biological Anthropology and Anatomy at Duke University. Her research focuses on the evolution of mammalian reproductive strategies with a special emphasis on female reproductive competition. She has conducted field work on the behavior and ecology of marmosets living in a variety of habitats in northeastern Brazil, and is current working on the impact of female dominance on reproduction in several species of lemurs. Her students recently nominated her for Duke's Distinguished Undergraduate Teaching Award.

Course: 93

Experiencing Environmental Education in a Mexican Cloud Forest
REYNALDO RAMIREZ, JR., The University of Texas at Brownsville
June 24-30, 2001 in Mexico
Apply: TXA

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

Note: Participants must prepare for a physically challenging experience since the terrain demands moderate to highly rigorous physical conditioning. Participants are responsible for the cost of lodging, meals, transportation to and from Brownsville, Texas, and local transportation A block of rooms will be arranged through Dr. Ramirez at a nearby hotel for the night of your arrival and the night before your departure. A course fee of approximately $400 will cover local transportation costs, (bus, 4 wheel drives, and trucks), lodging at Rancho del Cielo in Mexico, and meals during course. An additional fee of approx. $18 will be paid directly by participants for travel visas into Mexico.

         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 and 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.

         Participants will visit sites of archeological and ecological significance within the preserve. Footwear should be the type to handle sharp rocks and support ankles. In addition, binoculars, cameras, and other recording devices must be protected from the humid environment. The accommodations are modest, but comfortable. There is no electricity and water is usually conserved depending upon weather conditions. Pillow cases and sheets will not be provided.

         Dr. Ramirez can be contacted concerning equipment needs, permits, or general information about the area. A website will be available as the course time nears.

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: 94

Tropical Forests of Costa Rica: I and II
BARBARA L. BENTLEY, Noetica Naturalists
March 10-16, 2001 (Course I) in Costa Rica
Apply: SUSB
March 17-23, 2001 (Course II) in Costa Rica
Apply: SUSB

Note: This course will be conducted in Costa Rica under the auspices of the Organization for Tropical Studies (OTS). Participants must make their own arrangements for transportation to San Jose, Costa Rica. A course fee to cover in- country costs for lodging, meals, transportation, and OTS fees will be paid by the participants. The course fee is projected to be $500 per course. (The course fee is subject to change depending on international exchange rates.

         Tropical Forests of Costa Rica is a pair of courses providing an introduction to the complexity and diversity of tropical forest ecosystems. Participants may choose to enroll in either course I or course II, or both course I and II. Combined, the courses cover a tropical rainforest and tropical dry-deciduous forest in course I, and a cloud forest and mid-elevation evergreen forests in course II. Both sessions include nature walks in virtually undisturbed forests, and full-day field exercises designed to demonstrate research and teaching techniques in the field. Evening discussions 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.

         Tropical Forests of Costa Rica I starts with a 2-day visit to the word-famous La Selva Biological Station located at the foot of Volcan Barba in the Atlantic lowlands of undisturbed tropical rainforest, and a full day of field exercises demonstrating research and teaching techniques in the field. The second half of the course is 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 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. During the drive from La Selva to Palo Verde, we will stop at a hydroelectric/irrigation project where conservation of natural environments comes fact-to-face with economic development.

         Tropical Forests of Costa Rica II starts with a 2-day visit to the world-famous Monteverde Cloud Forest, located in the continental divide separating the Atlantic and Pacific watersheds of north-central Costa Rica. The Monteverde community was founded by North America Quakers in the mid 1950s as a dairy community. To protect the watersheds for their pastures, the residents set aside forest areas. These areas are part of a chain of national parks and preserves extending for hundreds of kilometers along the length of Costa Rica. At Monteverde, the schedule includes an afternoon nature walk to the misty continental divide, and a full day of field exercises designed to demonstrate research and teaching in the field. We then go from Monteverde to Las Cruces, an OTS field station located at a mid-elevation site about 25 miles north of the Panamanian border and about 25 miles west of Parque Nacional La Amistad. On the way to Las Cruces, we will stop at various sites – including a "pineapple desert," and oil palm plantation, and a banana plantation – to learn about agricultural production in Costa Rica and the impacts of agriculture on tropical ecosystems.

For college teachers of: intending to teach environmental sciences, field biology, or related courses. This course is especially appropriate for teachers early in their careers. 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: 95

Therapeutic Plants: Biological, Chemical, Cultural and Legal Aspects
ROGER W. SANDERS, Botanical Research Institute of Texas, Fort Worth
July 8-12, 2001 in Taos, NM
Apply: TXA

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

Note: This course will be conducted at SMU-in-Taos at Fort Burgwin (Southern Methodist University's field campus near Taos, NM). Participants will be housed on-campus. They will be responsible for all costs associated with travel, lodging, food, and incidentals. A course fee of approximately $200.00 will be used to cover use of facilities, computer lab, library, and field trip transportation.

         The burgeoning use by the public of herbal medicines and nutraceuticals 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. Short lectures and discussions 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 and applications to teaching will be promoted by the field trips, study of exemplary species, discussions, and group projects.

         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, chemistry, environmental studies and anthropology. Prerequisites: A basic understanding of organic chemistry.

Dr. Sanders has a Ph.D. in plant systematics from The University of Texas at Austin. Currently he is Research Associate and Associate Herbarium Curator with the Botanical Research Institute of Texas, Fort Worth.

Course: 96

Creativity and Innovation
G. GRAHAM ALLAN and ZINOVY ROYZEN, University of Washington
July 9-11, 2001 in Seattle, WA
Apply: UWA

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

         The topics covered will include: 1) Why creativity is important, especially in teaching, 2) Life, creativity and work as a continuum, 3) Keeping a creativity diary, 4) Where creativity occurs, 5) Humor and creativity, 6) Why innovation is necessary in modern society, 7) Why innovation is the basis for global trade, 8) Phases of creativity, 9) The mind as a pattern maker, 10) Discussion of techniques for developing creativity, 11) Vertical and lateral thinking, 12) Generation of ideas by brainstorming, 13) Theory of inventive problem solving (TRIZ), 14) Creative idea evaluation by the PNI technique, 15) Generation of ideas by the use of Synectics, 16) Creative idea screening by spectrum analysis, 17) Generation of ideas by random associations, 18) Computer-aided creativity, 19) Generation of ideas by morphological changes, Imaging ideas by generative graphics, 20) Creative games, 21) Creation, protection and exploitation of ideas, 22)Patents, copyright, trademarks and trade secrets, 23) Negotiating the sale of ideas or innovations, 24) Finding your own rainbow, 25) Starting your own creative enterprise, 26) Location of venture capital, 27) Creative advertising and promotion, 28) Using creativity to find a new job or make a new career.

For college teachers of: all disciplines. Prerequisites: none

Dr. Allan and Dr. Royzen are faculty members at the University of Washington in Seattle. Both are prolific inventors and expert problem solvers. Dr. 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 by Dr. Royzen, who is the leading U.S. exponent of TRIZ, the Russian Theory of Inventive Problem Solving. Professor Royzen has taught this powerful technique to major companies around the world and at the University of California, (UCLA). This institution rated him "among the top 10% of the more than 200 instructors who lectured for the UCLA Extension in 1998/1999."

Course: 97

The Limits of Science
HANS CHRISTIAN VON BAEYER, College of William and Mary and RALPH DAVIS, Albion College
May 17-19, 2001 in Midtown Manhattan, NY
Apply: SUSB

         There has been a great deal of interest lately on the topic of the limits of science. When dealing with subjects such as those having to do with the beginnings of the universe or the origins of life, the limits of science often emerge as a result of speculation about contingent historical circumstances or inaccessible data and a kind of theorizing that has been described as "ironic" or "metaphysical." 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 exceed our rational capacity to understand, producing problems which are in principle or practice, "intractable." Some of the more interesting speculations on boundaries and limits have come from studies of the social dimensions of science. Society's investment in pure science, for example, continues to come under close scrutiny. A perceived indifference to some of the more pressing concerns of society have prompted hard lobbying to direct more efforts toward technology and practical applications. Others voice an anxiety towards certain kinds of research as genetic engineering, cloning or work with fetal tissue. Within academe, as is evidenced by the recent "science wars" and the Sokal hoax, there are serious efforts to significantly reinterpret the whole enterprise of science. 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 public belief in various forms of pseudo- science have encouraged a general skepticism toward 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 and while touching on topics ranging from physics, cosmology and mathematical modeling to genetics, evolutionary biology and the nature of consciousness, aims at suggesting constructive strategies for teachers of science within both the classroom and the broader academic community.

         Materials presented for discussion will be drawn from many sources, however, participants will find two books to be of particular value: astronomer John Barrow's Impossibility: the Limits of Science and the Science of Limits, and physicist Robert Park's Voodoo Science: the Road from Foolishness to Fraud.

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. Dr. Davis is a Professor of Philosophy at Albion College and editor of the forthcoming New Educational Challenges in Science.

Course: 98

Understanding the History Making Outcomes of the 2000 Elections: Presidential and Congressional
ARTHUR H. MILLER, Iowa Social Science Institute, University of Iowa
Dates to be arranged. Contact the DAY Center.
Apply: DAY

         The 2000 elections provide a history-making backdrop for the broader study of elections in America. This course will provide an in-depth analysis of the 2000 presidential and congressional elections. In addition, the 2000 elections will be examined from the perspective of changing electoral and political trends in the United States during the past 50 years.

         Included among the topics covered by the course will be the 2000 primary elections, the major events of the general election campaign, particularly the presidential debates. The major issues of the election, such as campaign finance reform, social security, tax cuts and medicare will be analyzed from the perspective of candidate discourse and public preferences. The potential lingering effect of the Lewinsky scandal will also be examined. Candidate character, including both issues of morality and performance, have become major aspects of recent elections and deserve particular attention in the 2000 elections. More specifically how did the public judge the character of the major candidates in 2000? What role did Ralph Nader play in this election and why have third parties emerged in America during recent elections? What impact did low voter turnout have?

         In addition to these topics, the 2000 elections raise questions about voting methods and the need for uniform ballot forms, the legitimacy of the Electoral College and the role of the courts in determining election outcomes. All of these topics promise to provide considerable material for interesting discussions and a lively course.

For college teachers of: political science, sociology, social psychology, modern history, mass communications and other social sciences interested in elections as an indication of contemporary society. Prerequisites: none.

Dr. Miller is the Director of the Iowa Social Science Institute and Professor of Political Science at the University of Iowa. From 1970 to 1982 he was the Study Director for the University of Michigan, National Election Studies. He is internationally known for his work on voting behavior, political alienation and the impact of mass media on political attitudes. He is coauthor of American Political Trends (Harvard University Press 1980) and Presidential Campaigns and American Self Images (Westview Press 1993) and has published extensively in professional journals in the United States and Europe.

Course: 99

Geographic Information Systems and the Urban Environment
RICHARD P. GREENE, Northern Illinois University
May 24-26, 2001 in Memphis, TN
Apply: CBU

         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: 100

The Origins of Classical Genetics
ELOF AXEL CARLSON, State University of New York
June 7-9, 2001 in Midtown Manhattan, NY
Apply: SUSB

         Aim of the course: to provide teachers with the role of key contributors; how ideas emerge and become transformed; the interplay of personality, technology, social climate, theory and experimentation. Students rarely know of the difficult disagreements that are necessary for science to function. This course will give many examples of these intellectual debates.

         Description of the course: Classical genetics is the field that emerged between the rediscovery of Mendelism in 1900 and the rise of molecular biology beginning in the 1930s. It is the core of what is taught as basic genetics. The evolution of the field was marked by controversies, national allegiances, the dominance of key individuals, and incomplete knowledge leading to spurious theories. England was split between biometricians led by K. Pearson and mendelians led by W. Bateson. But Bateson thought cytology was irrelevant to heredity. In the United States cytology played a key role in shaping the Columbia school of E. B. Wilson and T. H. Morgan. They and their students, especially A. H. Sturtevant, C. B. Bridges, and H. J. Muller transformed the debate through their studies of fruit fly genetics. Their views were challenged by W. E. Castle's school at Harvard and by M. Demerec at Cornell. Continental European genetics was largely botanical and agricultural and favored developmental (embryological) and physiological approaches. R. Goldschmidt was one of its acknowledged leaders and vigorously opposed the static (as he saw it) views of Morgan's school. Classical genetics was also held back by the ravages of World War I. As genetics spread through the academic world, new organisms and new insights provided a far richer picture of classical genetics that led to its embrace of Darwinian natural selection and reconciled many of the initial debates that held these different ideas as incompatible.

         Other benefits of the course: An excellent list of books on the history of genetics, a list of key articles, and copies of some of the key articles will be sent to the participants prior to the course.

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

Dr. Carlson is a 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: 101

Iran and the Persian Gulf: Political Dynamics and Dialogues
MOSTAFA ZAHRANI, Mission of the Islamic Republic of Iran to the United Nations.
June 14-16, 2001 in Midtown Manhattan, NY
Apply: SUSB

         Iran has long been linked with many controversial political issues because of its key geostrategic position. Prior to Mohammed Khatami's landslide victory in the 1997 presidential election that changed its image abroad, Iran was generally castigated as a destabilizing force in the Middle East. President Khatami's advocacy of the rule of law and the building of a civil society at home and his proposal for a Dialogue Among Civilizations in international forums have helped to project the country and its politics in a different light. Iran now gets credit for genuine efforts to institute a functioning democracy in a deeply religious society and within the framework of a religious state. Many international observers and political analysts discern positive developments--albeit modest --in Iran's foreign policy, including its relationship with the United States. It is also apparent that Iran will play a more prominent role in Central Asia and the Caucasus.

         Developments inside Iran and in its foreign policy raise important theoretical and practical questions. This short course will provide participants with a better understanding of these developments and major social and political trends in the surrounding region. We will pay particular attention to the role of religion in these developments.

         The course director will provide resource materials not readily available in the U.S. as well as information about the network of universities and research institutes in Iran that can facilitate further research and scholarly visits to Iran after the course ends.

For college teachers of: all disciplines with an interest in Middle Eastern affairs. Prerequisites: none.

Dr. Zahrani is diplomatic counselor responsible for academic liaison at the Mission of the Islamic Republic of Iran to the United Nations. He represents the Institute for Political and International Studies (IPIS) in Tehran where he is also a member of the faculty at the School of International Relations.

Course: 102

Hydropolitics of the Israeli-Palestinian Negotiations
DAVID SCARPA, Bethlehem University, TONY ALLEN, London University, HILLEL SHUVAL, Hebrew University, and JAD ISAAC of the Applied Research Institute, Jerusalem
June 21-23, 2001 at Bethlehem University via Israel
Apply: CBU

         Professor Scarpa will present a brief overview of this interdisciplinary course and introduce the three experts of international repute. The professors will speak from their personal scientific perception, research information etc. rather than adopt any politically motivated stance. Bilateral interim accords dealing with water resources will be dealt with from an Israeli, Palestinian and British perspective.

         Professor Allen will show how water resources are important to communities and economics and discuss the political consequences of water scarcity. He will show how water resources are important to communities and economics and discuss the political consequences of water scarcity. His emphasis will be on the significance of good management and appropriate allocation of water resources within the region and within the context of overall socioeconomic development and world trade.

         Professor Shuval will discuss the way international law deals with cross-boundary aquifers. He will also deal with the shared responsibilities for the protection of the environment of surface and groundwater exploitation.

         Professor Isaac will deal with the historical status of water resources in the Palestinian culture and economy and discuss the consequences of Israeli occupation on them. The possibilities of a Final Status Agreement on water resources allowing Palestinians a just allocation will be considered. He will deal with environmental impact assessment of surface and groundwater exploitation.

         The course will begin at Bethlehem University in Israel on the first day and on the second day the participants will depart for a tour of the wells of the Mountain Aquifer in the southern West Bank part of the Eastern Basin. Participants will be guided in their tour of the well fields by David Muirhead, an engineer, employed by the US Embassy in Tel Aviv, is responsible for the engineering management of the drilling operations of the new wells drilled in the Mountain Aquifer area.

For college teachers of: social science, political science, geological science, socio-economics and environmental science concerned with water conservation. Palestinian and Israeli undergraduate teachers will also participate and add to the richness of the short course. Prerequisites: Interest in the geography and hydropolitics of Palestine and semi-arid regions.

Dr. Allen is Director of the Water Issues Group, Middle East Section at the School of Oriental and African Studies of London University and an environmental scientist with a deep respect for the explanations which social scientists bring to the understanding of the management of environmental resources. He specializes in the evaluation and management of water resources in semiarid regions. He has published widely on the water resources of the Middle East and North Africa and advises governments and international agencies on water issues. Dr. Shuval, of the Division of Environmental Studies at Hebrew University, Jerusalem, has organized many environmental conferences, both nationally and internationally over the past 25 years. With Dr. Isaac, he organized the historic First International Israeli-Palestinian Academic Conference on Water which took place in Zurich, Switzerland in 1992, with 150 Palestinian, Israeli and foreign academic participants. It was of considerable significance at the start of the Oslo initiatives in the study of water resources. Dr. Isaac is Director General of the Applied Research Institute, Jerusalem, (ARIJ) West Bank. Palestine. Dr. Scarpa is currently Chief Scientist of Water and Soil Environmental Research Unit at Bethlehem University and has published widely on Palestinian Hydrology.

Course: 103

China's Perspective on National Security Issues
Su Hao, Foreign Affairs College, People's Republic of China
May 28 - June 1, 2001 in Beijing, China
Apply: SUSB

         It is essential when trying to understand foreign policy issues that one have a full appreciation of the views of all the national actors involved. One can sometimes obtain this appreciation from secondary sources, but it is best to engage the actors directly.

         This unique short course will provide exactly that opportunity by enabling participants to engage in discussions with Chinese diplomats, scholars, and ministerial officials on their home ground. This 5-day course, offered in Beijing, will provided a unique Chinese perspective on security issues of mutual interest to China and the United States. It is sponsored by the Department of Diplomacy of the Foreign Affairs College, located in Beijing, the branch of China's Ministry of Foreign Affairs responsible for the education of Chinese diplomats. Topics will include:

• Impact of Globalization on Chinese Security
• Chinese Perceptions of Old and Emerging Regional Security Concerns
• Views on Taiwan Reunification
• China's Drive for Military Modernization
• Chinese Defense Policy
• Chinese National Security and Sovereignty
• Chinese Perspectives on Arms Control and Disarmament
         The five-day course will be held at the attractive Beijing campus of the Foreign Affairs College. Participants can reside in inexpensive housing in a new campus residence for visiting foreign scholars. Presenters will be drawn from College departments and various Ministries. There will be ample opportunity for participants to engage in discussions with presenters. Applicants will receive information and advice on visa applications and other necessary travel arrangements. It is not difficult to travel to Beijing.

For college teachers of: political science, history, international affairs, social and natural sciences. Prerequisites: none.

Dr. Su Hao is acting chair of the Diplomacy Department and Director of the Chinese Foreign Relations Section at the Foreign Affairs College in Beijing, China. He has a broad background in China's foreign policy, strategic and security studies, and arms control and disarmament. He will coordinate presentations by his colleagues and other officials.

Course: 104

World War II: Strategy and Diplomacy
RUSSELL F. WEIGLEY, Temple University
June 7-9, 2001 in Philadelphia, PA
Apply: TUCC

         The second World War not only saved the world from a unique historic evil but its attendant military strategy and diplomatic policies also shaped the Cold War and its perils of the following half century. This course will explore the strategy and diplomacy of both the rival Axis and Allied coalitions. From 1939 through 1941 the principal Axis powers, Germany and Japan, dictated the course and pace of the war. We shall analyze the relationship of the loss of this strategic control by the Axis powers and the nearly simultaneous entry of the United States into the war together with the halting of the first German offensive into the Soviet Union in December 1941. We shall explore the interlocking of the American desire to prevent the German conquest of the Soviet Union with the American policies that led to the Japanese attack on Pearl Harbor. Although for a time after December 1941, neither coalition controlled the shape of the war, the alliance of the United States, Great Britain, and the Soviet Union engaged in a strategic and diplomatic debate designed to give it such control.

         The United States and Great Britain found themselves in a predicament where they needed the help of the Soviets even though they distrusted them. In dealing with this phase of the war, the course will address the question as to whether any Anglo-American wartime actions could have mitigated Soviet suspicions of the West sufficiently to prevent the post-1945 Cold War. Of particular concern was the way that Soviet suspicions were nourished rather than allayed by the long postponement of the Anglo-American cross-Channel invasion of Europe. That issue in turn leads to a survey of the bitter British-American debates about the timing of the Second Front and a consideration of whether a cross-Channel attack earlier than June 1944 was feasible. Permeating Allied strategy and diplomacy issues was the fact that each of the Allied powers had its own separate war aims.

For college teachers of: political science, history, military studies and sociology. Prerequisites: none.

Dr. Weigley is Distinguished University Professor Emeritus in the Center for the Study of Force and Diplomacy and the Department of History at Temple University. He is a former president of the American Military Institute and winner of that organization's Samuel Eliot Morison Prize for lifetime contributions to military history. His books include The American Way of War (1973), Eisenhower's Lieutenants (1981), and The Age of Battles (1991).

Course: 105

Globalization, Institutions, and Politics
JACKIE SMITH, State University of New York at Stony Brook
May 24-26, 2001 in Midtown Manhattan, NY
Apply: SUSB

         Recent years have brought a rapid expansion of global interactions, and the speed and breadth of transnational communications has impacted all aspects of social life. Global political and economic institutions have taken on increased importance for people's daily lives, and greater numbers of citizens have organized to influence global trends. This course seeks to help college faculty find ways to integrate these themes into their teaching. The course will overview predominant debates at the United Nations and in the global financial institutions, and it will familiarize participants with the ways that global negotiations relate to national political processes. Important themes are the ways that citizens' organizations have sought to influence global political processes, and how global institutional change impacts democracy and development. An important goal of the course is to identify ways to bring global themes into the classroom in order to help students appreciate the complex and often conflictual issues that global integration presents. The course will incorporate presentations from outside experts, an optional tour of the United Nations, and briefings by United Nations officials.

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

Dr. Smith is Assistant Professor of Sociology at SUNY Stony Brook. She is co-editor of Transnational Social Movements and Global Politics: Solidarity Beyond the State (1997), Syracuse University Press), and author of numerous articles on global political negotiations concerning human rights, environment, and development issues. Her work has appeared in Human Rights Quarterly, Research in Social Movements, Conflict and Change, American Behavioral Scientist, Peace Review, and as chapters in numerous edited volumes. Her research has taken her to the United Nations and to the recent World Trade Organization negotiations in Seattle.

Course: 106

From Distance to Distributed Learning: The Basics
MICHAEL M. DANCHAK, Rensselaer Polytechnic Institute
May 22-24, 2001 in Troy, NY
Apply: RPI
June 12-14, 2001 in Troy, NY
Apply: RPI

         For a variety of reasons, universities are getting more involved with distance learning but do not provide adequate training or practice for the teaching faculty. The assumption is that if you are a star in the local classroom you'll be a star at a distance. Unfortunately, this is not always true. Techniques learned "on the job" may not lend themselves to working at a distance. You do have to accommodate the medium! Having students in front of you makes interaction relatively easy. Without this proximity in space and time, you need to consider different methods. Finally, web-based courses intended for the distance student are often taken by local students; hence, the transition from distance to distributed learning.

         This hands-on workshop assumes no prior experience with distance learning. It focuses on what you need to be successful: understanding how distance learning differs from the traditional classroom, how the technologies work, and how these technologies can be used effectively in course design. The first day will focus on basics of teaching and technology. The second day deals with video-based (satellite and video-conferencing) teaching and the third day emphasizes web-based design and the Rensselaer 80/20 model.

         A unique feature of this course is the hands-on exercises designed to allow you to practice the techniques discussed. Each day will have both a five-minute teaching and a 15-minute teaching exercise that uses the learning technologies. Peer review and support is emphasized.

For college teachers of: all disciplines. Prerequisites: two years of actual teaching.

Dr. Danchak is a clinical professor of Computer Science at Rensselaer Polytechnic Institute and is a Certified Distance Learning Instructor. He has amassed over 500 hours of video teaching and has extended that experience to web-based courses, using and extending the Rensselaer 80/20 model.

Course: 107

Introduction to Client/Server Systems and Databases Using Visual Basic
JOHN GERSTING, University of Hawaii at Hilo
June 6-8, 2001 in Dayton, OH
Apply: DAY

         The client is a computer program running on your Windows PC. The server is a database management system running on some other machine. The client deals with data collection and display. The server deals with data storage and retrieval. Then there is the business logic - the computer code that makes your application different from other applications.

         We will examine the fundamentals of relational databases - structure: tables and records; function: create, read, update and delete rules; and integrity rules: domain, entity and referential integrity rules. We will take a brief look at Structured Query Language (SQL). SQL will be used by our Visual Basic (VB) code to manipulate relational databases (e.g., Microsoft SQL Server, Oracle, and Microsoft Access).

         We will look at 2-tier client/server systems. The client side deals with I/O and the business logic - in a VB program on your PC. The data is stored on the server side in a relational database.

         We will look at 3-tier client/server systems. The client is a web browser (e.g. Internet Explorer). In the middle the business logic is implemented using Active Server Pages (ASP) using VB script running on a web server (e.g., Personal Web Server (PBSP) or Internet Information Server (IIS)). The data is stored in a relational database on the server side.

         We will examine how VB and ASP use Active Data Objects (ADO) and Open Database Connectivity (ODBC) to communicate with the server database. Participants will have ample opportunity to gain hands-on experience in the laboratory working with hVB, ASP, ADO, and databases.

For college teachers of: any discipline. Prerequisites: familiarity with Visual Basic running on a Windows operating system. The Chautauqua course Introduction to Visual Basic Programming offered by Judith L. Gersting is suitable.

Professor John Gersting is a member of the Computer Science Department at the University of Hawaii at Hilo. He teaches database design, user interface design and software engineering. He has been a Visual Basic developer for several years.

Course: 108

Creating Course Materials for the World Wide Web: Authoring and Design
MIN LIU, The University of Texas at Austin
May 25-27, 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. Enrollment is limited.

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

         As the World Wide Web technology plays a significant role in today's teaching and learning, more and more educators are interested in putting their teaching materials on-line for their students, colleagues, and/or others. But, how?

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

For college teachers of: All disciplines who are interested in putting their courses on the WWW. Prerequisites: Intermediate microcomputer experience and knowledge of WWW browsing and search required; introductory HTML authoring experience strongly suggested.

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

Course: 109

Creating Course Materials for the World Wide Web: Tools and Techniques
MIN LIU, The University of Texas at Austin
May 29-31, 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. Enrollment is limited.

         Do you have a course web page? Are you interested in creating some graphics, animation or video and add them to your web page? If so, this course is for you.

         This hands-on course is designed for those who have introductory HTML authoring experience, can create web pages using a HTML editor, or those who have completed the course on Creating Course Materials for WWW (taught by the instructor) in the past.

         The focus of this course is on learning the tools and techniques in creating multimedia elements to be added to the web pages. The topics will include:

• how to prepare graphics for the web from scanning and digital cameras;
• how to create graphics (such as backgrounds, titles, buttons) for the web;
• how to create digital audio and video, and add them to the web pages;
• how to create simple animation (e.g. gif animation) and more sophisticated
    animation (e.g. flash animation);
• demonstration of advanced web-related technologies such as shockwave, and
   Java Applets;
• design consideration of using multimedia on the web.

         By the end of the course, the participants will get an understanding of how to create multimedia for the web. Though the course will be taught in a Macintosh lab, most of the software used will be cross-platform based. Each participant will have a computer to his/her own use. The course will consist of 80% hands-on activities in addition to mini-lectures, discussions, and demonstrations. The participants will receive print-based as well as on-line resources.

For college teachers of: all disciplines who are interested in putting their courses on the WWW. Prerequisites: Having completed the course on "Creating Course Materials for WWW" in the past, or having completed "Creating Course Materials for WWW: Authoring and Design" (taught by the instructor) or equivalent knowledge and experience.

See preceding course for biographical sketch.

Course: 110

Designing and Delivering Web-Based Learning for the Classroom
HARRY ROY and SHARON ROY, Rensselaer Polytechnic Institute
June 22-23 2001 in Troy, NY
Apply: RPI

         This workshop will demonstrate the design, preparation, and deployment of web-based materials for interactive learning using examples from a sophomore-level course in genetics. Exercises will illustrate the use of web-based exercises for problem-solving, concept-building, and assessment of learning.

         Participants will work in a networked computer classroom with access to a rich variety of software. The workshop will cover: collaboration between faculty and technical staff, software and facilities, and student response and performance.

         Although we will use WebCT course management software, BioQuest, Visual Genetics, and examples from an existing course, the general methods illustrated will apply to many different courses and computing environments.

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

Dr. S. Roy is Director of Academic Computing Services, at Rensselaer Polytechnic Institute; her department is responsible for design and implementation of instructional technology, user support, computer classrooms and study areas, software selection, training, publications and the help desk. She has led the planning and implementation of many of the computer classrooms on campus and chaired the committee that designed the user interface for the Rensselaer Computing System. She is now working to provide a framework of support for classes using student-owned laptop computers and the World Wide Web. Her staff provides hands-on training for students and faculty participating in the laptop program and assistance for faculty in the development of multimedia course materials. Dr. H. Roy has taught numerous courses at Rensselaer Polytechnic Institute, including Cell Biology, Embryology, Molecular Biology Laboratory, Molecular Biology of Plants, and Genetics. In the latter he has created a complete web-based suite of supporting materials, and has done an educational experiment to evaluate different components of a typical course - lecture, recitation, and computer lab. The result of this experiment pointed directly to the current implementation of a studio course in Genetics. During the Spring of 1998 he migrated the entire web site for this course to WebCT, adding the functionality of searchable notes, a glossary and index for the notes, self-grading quizzes, a bulletin board, private email, study guides and post-lesson quizzes, and audio introductions to each lesson. Dr. Roy has extensive experience in creating digital resources for instruction. He has served on an NSF panel to make recommendations for the creation of a National Digital Library. He is co-author, with Alan Day and Robert L. Dean, of the software package Visual Genetics Plus, and two on-line papers describing the use of computer simulations in assisting with genetics instruction. In the spring of 2000 he began creating a web-based suite of modules for biochemistry courses that will be freely available on the internet, and in collaboration with others, wrote an article on the simulation of phosphofructokinase, an important enzyme with interesting kinetic properties.

Course: 111

Introduction to Creative New Media and the World Wide Web
JENNIFER FUCHEL, Suffolk University and NITA STURIALE, Massachusetts College of Art
June 13-15, 2001 in Cambridge, MA
Apply: HAR

         The idea of New Media has emerged out of the digital convergence of originally separate media; print, broadcast, audio, image, and film. This fusion, combined with the power of the World Wide Web, has initiated an incredible explosion of possibilities for communication. The visual vocabulary of this new communication system is fundamental to its success. In this workshop, participants will be introduced to a selection of standard tools for creating images and interfaces for the Web. Simultaneously, an overview of the underlying concepts of interactive media and its impact on education will be presented.

         This 3-day workshop is comprised of hands-on projects, lectures and demonstrations. Beginning with the participants' chosen imagery, we will follow the path of making a multimedia project. Decisions about image composition, information organization, page layout, production, and interface design issues for the Web will be addressed.

For college teachers of: all disciplines. Prerequisites: Basic familiarity with a Macintosh operating system is recommended. No programming experience required. Please bring digital or photographic images that interest you to the first meeting: images related to your teaching, or family members, pets, favorite artworks, artists, scenery, etc. Core software will include Adobe PhotoShop, Macromedia Dreamweaver and Flash.

Jennifer Fuchel began teaching her pioneering digital paint courses at Boston University School for the Arts in 1989. She has continued to expand her current Graphic Design curriculum at Suffolk University where she is a full-time Professor of Graphic Design and Multimedia. She frequently lectures on multimedia issues. Her clients have included WGBH, LOTUS, Massport and the Boston Museum of Science. Nita Sturiale, a visual artist, currently teaches at Massachusetts College of Art. She has also taught interdisciplinary and digital media courses at Carnegie Mellon, Endicott College and Greenfield Community College. She has been invited to speak on the intersections of art, science and technology at University of Wales, Mills College, San Francisco Art Institute, and Harvard University and was a Jacob K. Javits Fellow from 1994-97. M.F.A., School of The Museum of Fine Arts at Tufts University.

Course: 112

Creating Collaboration on the World Wide Web
PAUL RESTA and CAROLYN AWALT, The University of Texas at Austin
June 1-3, 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. Enrollment is limited.

         Are you interested in adding teamwork and collaboration to your courses on the web? Are you interested in developing web-based virtual teams? If so, this course will provide you with some useful strategies, information and tools. As the World Wide Web technology plays more and more of a significant role in today's teaching and learning, educators are becoming more interested in adding teamwork and collaboration activities for their students and practicing such skills with their colleagues. What strategies do you use for teamwork and collaboration on the WWW? What does collaboration add to a web-based course? What are the design considerations for creating collaboration in web-based instruction?

         The purpose of this course is to provide hands-on experiences for faculty who are interested in developing teamwork and collaboration strategies to use with their course materials for the WWW. This course is designed for faculty who want to add teamwork and collaboration to their web-based courses. The course will cover:

• the issues of how to develop effective collaboration;
• hands-on experience of conducting a collaborative experience;
• hands-on experience collaborating using both ordinary email and special
  web-based software; and
• demonstration of advanced web-related technologies.

         It is recommended that the participants bring to the workshop a course activity that they wish to convert into a collaborative activity. The participants will start by using e-mail, the FirstClass conferencing system, and chats to learn and experience collaborative strategies. Then the participants will move to more advanced internet groupware, collaborative writing tools, knowledge building environments, decision-support systems, and multi-user dimensions. They will explore, demonstrate and critique a Computer-Supported Collaborative Learning (CSCL) tool.

         By the end of the course, the participants will understand the skills necessary to plan and carry out collaborative activities in a variety of Internet-based environments. Though the course will be taught in a Macintosh lab, the software used will be cross-platform. Each participant will have a computer to his/her own use. The course will consist of 80% hands-on activities in addition to mini-lectures, discussions, and demonstrations. The participants will receive print-based information about web-based collaborative design and instruction, as well as various on-line resources.

For college teachers of: all disciplines who are interested in putting their courses on the WWW and using collaborative methods. Prerequisites: intermediate microcomputer experience and knowledge of WWW browsing and search required.

Dr. Resta is a Professor in the Department of Curriculum and Instruction and Director of the Learning Technology Center at The University of Texas at Austin. He teaches advanced graduate courses in instructional technology including instructional design and computer-supported collaborative learning. He has created and taught two web-based courses for The University of Texas TeleCampus, Computer-Supported Collaborative Learning and Planning and Management of Instructional Programs, and is working on a Leadership in Technology and Education. Carolyn Awalt is a faculty development staff member of the Learning Technology Center at the University of Texas at Austin and a doctoral candidate in Instructional Technology. She has assisted Dr. Resta in as media coordinator for two web-based courses for The University of Texas TeleCampus, Computer-Supported Collaborative Learning and Planning and Management of Instructional Programs, and is working on Leadership in Technology and Education.

Course: 113

Web Programming
WAYNE C. SUMMERS, New Mexico Highlands University
May 10-12, 2001 in Dayton, OH
Apply: DAY

         Publishing on the World Wide Web has changed greatly over the last several years. Where before the web developer needed to know a great deal of HTML, now all that is needed to do simple web pages is a word processor. Only three years ago most web pages consisted of text, images, and links. Today's web pages often contain everything from dynamic HTML to embedded Java programs and Active Server Pages. All of this requires programming.

         This course is an introduction to web page programming. This course covers advanced HTML topics including dynamic HTML, Scripting Languages (JavaScript and/or VBScript), introduction to Java Applet Programming, introduction to ActiveX Programming, and an introduction to Perl and CGI. This is an excellent course for those who have experience writing HTML web pages and are ready for the next step. This short course is for faculty who want to expand their Web documents beyond HTML. Participants are expected to have experience with HTML and programming in a high-level language such as C, C++, Pascal, etc. The course will be conducted in a microcomputer lab using MS-Windows machines with public domain and shareware software. Some participants may be asked to share a computer with one other participant. Participants will be able to obtain copies of all public domain and shareware software used. They will also be provided with comprehensive printed notes and examples.

For college teachers of: all disciplines. Prerequisites: intermediate experience with microcomputers and MS-Windows required; experience writing HTML documents; some programming experience in a high-level language is expected. Completion of Dr. Summer's Chautauqua course on Advanced Guide to the Internet and Web Publishing is suitable.

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

Course: 114

Introduction to Visual Basic Programming
JUDITH L. GERSTING, University of Hawaii at Hilo
June 6-8, 2001 in Dayton, OH
Apply: DAY

         Have you ever wondered how to create windows-based programs with buttons, text boxes, and pull-down menus? The Visual Basic programming language is one of the easiest ways to create such programs. Even with little or no programming experience, Visual Basic allows you to produce quite sophisticated programs rather quickly.

         This workshop will cover an introduction to the Visual Basic programming environment, event-driven programming and graphical user interface creation, variables and their scope, input, output, and control structures, argument passing, simple graphics, and using Visual Basic with files and databases. Participants will have many opportunities for hands-on experience.

For college teachers of: any discipline. Prerequisites: familiarity with microcomputers running the Windows operating system.

Professor Gersting is chair of the Computer Science Department at the University of Hawaii at Hilo. She is the author of several college-level computer science textbooks, including a laboratory-oriented Visual Basic text.

Course: 115

Introduction to C++
JOSEPH E. LANG, University of Dayton
May 10-12, 2001 in Dayton, OH
Apply: DAY

         C++ is derived from the popular C programming language. Unlike C, C++ supports object oriented programming. Object oriented methods of program development are becoming popular because they are said to support greater reusability of code, provide greater support for abstraction and encapsulation and because they are supposed to correspond more closely to the way human beings think. C++ is growing in popularity because of its support of these advanced methods.

         This short course will cover fundamentals of the C++ programming language itself as well as provide an introduction to object oriented concepts. Participants will take part in lectures and "hands-on" laboratory sessions designed to teach elements of the C++ programming language and object oriented methods to those with some background in the C programming language.

For college teachers of: any discipline. Prerequisites: programming experience, preferably with C.

Dr. Lang is Associate Professor of Computer Science at the University of Dayton. He holds a doctorate in physics from the University of Illinois at Urbana-Champaign and a masters degree in computer science from Wright State University. He has been involved in physics and computer science teaching for thirty years and has been involved in physics and computer science research in both industrial and academic settings. He has given professional seminars to mathematicians, scientists and engineers in industry as well as academe.

Course: 116

An Introduction to the Java Programming Language
JOSEPH E. LANG, University of Dayton
May 23-25, 2001 in Dayton, OH
Apply: DAY

         Java is a new programming language designed for use with the Internet. It is object oriented like C++ and shows similarities to both C and C++. Object oriented methods of program development are becoming popular because they are said to support greater reusability of code, provide greater support of abstraction and encapsulation, and because they are supposed to correspond more closely to the way human beings think.

         Have Java has become popular not only because of its object oriented nature but also because of its support for graphics, web pages, concurrency and networking. Many schools are using Java in their introductory courses as well as in advanced courses. Many people feel that programming in Java is simpler, on the whole, than programming in either C or C++.

         Have This course will cover the fundamentals of the Java programming language as well as selected advanced topics that may include object oriented concepts, applets, concurrency, simple windowing and networking as time permits. The lectures will emphasize not only the positive features of the language but also some of the pit falls. The selection of advanced topics will depend on the interests of the participants. Participants will take part in lectures and ?hands-on? laboratory sessions designed to teach elements of Java and illustrate advanced concepts.

For college teachers of: any discipline. Prerequisites: programming experience, preferably in C or C++.

See previous course description for biographical sketch.

Course: 117

Hands On Networking
WAYNE C. SUMMERS, New Mexico Highlands University
May 14-16, 2001 in Dayton, OH
Apply: DAY

         This workshop introduces participants to the principles and practice of installing and maintaining computer networks. Participants, working in small groups, will have an opportunity to install the physical components of a computer network including network cards and the network cable. Participants will also install both Windows and Linux network operating systems and look at techniques for maintaining both types of networks. TCP/IP tools for managing internetworks as well s other troubleshooting techniques will be explored.

For college teachers of: all disciplines. Prerequisites: intermediate experience with microcomputers required.

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







Important questions can be addressed to eror@.pitt.edu

This project was supported, in part by the National Science Foundation.

Opinions expressed are those of the authors and not necessarily of the Foundation.