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  • CHAUTAUQUA SHORT COURSES
    FOR COLLEGE TEACHERS

    2002 Faculty Development Program

     

    Course Descriptions



    Course:1

    Teaching Creative Thinking to Enhance Critical Thinking
    SIDNEY J. PARNES, Buffalo State College, Creative Problem Solving Institute, NY
    June 6-8, 2002 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 "President's 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 Visionizing: 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 Foundation's Advisory Board of the Journal Of Creative Behavior.

    Course: 2

    Cognition and Teaching: Part 1
    RUTH S. DAY, Duke University
    May 13-15, 2002 in Durham, NC
    Apply: TUCC

             Many professors are delightful outside the classroom. They are fluent, clear, and engaging. However, some undergo a peculiar transformation when they enter the classroom. In the worst cases, they may become confusing and even downright boring. Why? Although many factors may be involved, we will examine cognitive aspects of college teaching, according to the following plan. Day #1 – overview of cognitive psychology (including pattern recognition, attention, memory, and comprehension) and key concepts that have specific implications for teaching (including information load, chunking, coding, memory capacity, schemas, and levels of processing). Day #2 – the role of "lecture notes" in helping or hindering good class presentations and discussions, teaching with and without technology, small-group discussions. Day #3 – systematic individual differences in cognition and their implications for both instructor and student.
             Throughout the course, we will acknowledge that there is no one "best" way to teach. For example, some successful professors use verbatim text as lecture notes while others use outlines or spatial maps. We will examine the cognitive consequences of using each of these alternative forms of representation; to do so, participants will give 5-minute "mini-talks" based on material from their own classrooms.

    For college professors of: all disciplines. Prerequisites: be scheduled to teach at least one lecture course during the current or next academic year. Individuals with all levels of teaching "ability" are welcome.

    Dr. Day has done extensive research in cognitive psychology, including Basic Cognition (perception, memory, comprehension, mental representation, problem solving, knowledge structures, linguistic coding, individual differences), and Everyday Cognition (including medical cognition and courtroom cognition); for more information see http://www.duke.edu/~ruthday. Her forthcoming book, Cognition and Teaching, incorporates some of the material from this course. She was on the faculty at Stanford and Yale before going to Duke and was also a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford. She was designated one of the "Ten Best Teachers" at Yale, "Distinguished Teacher" at Duke, and "All Star Teacher" by the Smithsonian Institution/Teaching Company.

    Course: 3

    Changing Science Courses to Promote Critical Thinking
    CRAIG E. NELSON, Indiana University
    June 5-7, 2002 in Dayton, OH
    Apply: DAY

             Mature critical thinking is a prerequisite to understanding science and to applying it appropriately. We will begin with an examination of the relations between understanding the nature of science and thinking critically. Mature critical thinking (unlike accurate reasoning, one of its components) can only be done for topics perceived as uncertain and requiring judgment. The continuing history of fundamental change in science, and its resulting dynamic and tentative nature, show that science must be fundamentally uncertain. We will examine the sources of this uncertainty and the various criteria, starting with probability, that allow scientists to decide which theories are (presently) preferable. These decisions are in turn based on various value judgments. (Consider the rationale for a 5% rather than a 1% or a 10% acceptance level.) The second (and main) focus of the workshop will ask the participants to design segments of their courses to help students understand mature critical thinking and apply it to science. The basics include: drawing out uncertainty, articulating the alternatives to which each theory is being compared, making explicit the criteria that discriminate among these alternatives and the values reflected in the choice of those criteria, and using gradations that distinguish among degrees of support and among levels of sufficiency. Our considerations will include both the ways particular topics are presented and some other aspects of course structure. These will include topic choice, presenting the instructor's own history of changing ideas and brief historical overviews, and the use of techniques such as structured small group discussion to increase comprehension, synthesis and application.
             Participants should bring with them lecture notes and other teaching materials for some course segments where critical thinking seems especially desirable. A summary of Dr. Nelson's approach is given in his On the Persistence of Unicorns: The Tradeoff between Content and Critical Thinking Revisited , in The Social Worlds of Higher Education: Handbook for Teaching in a New Century, B. A. Pescosolido and R. Aminzade, Eds. (Participants in Dr. Nelson's Chautauqua on Creation/Evolution should consider this course an expansion of the opening segment of that workshop in deciding whether to apply for this one.)

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

    Dr. Nelson is an evolutionary ecologist at Indiana University 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 also has participated in several debates with scientific creationists. He has been an invited participant at major sessions on evolution and belief, including those at meetings of the American Association for the Advancement of Science, 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). Critical Thinking has also been a central component in the other Chautauqua Short Courses he has offered recently. In recognition of Nelson's contributions to the improvement of undergraduate teaching, the Carnegie Foundation for the Advancement of Teaching honored him as its U.S. Research and Doctoral Universities Professor of the Year 2000.

    Course: 4

    Calibrated Peer Review: A Writing And Critical Thinking Instructional Tool
    ARLENE RUSSELL, UCLA
    July 17-19, 2002 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. High school teachers are also welcom on a space available basis.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 ™ (CPR) program, a product of the Molecular Science P roject–an NSF systemic reform initiative.

    Course: 5

    Constructive Processes in Learning and Teaching
    DIANE L. SCHALLERT, The University of Texas at Austin
    May 23-25, 2002 in Austin, TX
    Apply: TXA

             It is easy for college teachers to operate "on automatic" when it comes to their teaching duties. True, they are likely to be devoted to incorporating the latest disciplinary knowledge in their lectures. However, in the press of everything else they have to do, worrying about the best way to present that information or about how their students' minds and emotions will be affected is often a low priority for college teachers. This course is intended to provide an opportunity for reflection on some of the latest insights that scholars and researchers interested in the process of learning and teaching have to offer.
              Taking first a cognitive perspective, we will discuss how students think, how they use their existing knowledge to filter and interpret everything they observe, hear, and read, and how they change their existing knowledge. We will consider how learning is always a social and cultural experience, reflecting the context in which it occurs. We will then explore the emotional and motivational side of learning, the point of intersection between affect and cognition.
             Throughout our discussion of the learning process from cognitive and socio-constructivist perspectives, we will refer to what practitioners and scholars have had to say about the teaching process. Thus, course participants should come away with a better understanding of their students and of how to teach them more effectively.

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

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

    Course: 6

    Engaging Students in Learning Science and Mathematics-The Process Workshop Classroom
    DAVID HANSON AND TROY WOLFSKILL, State University of New York at Stony Brook
    June 20-22, 2002 in Stony Brook, Long Island, NY
    Apply: SUSB

    Note:   Low cost housing is available on the Stony Brook campus.

             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.

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

    Dr. Hanson is a Professor of Chemistry at the State University of New York at Stony Brook. He is an established research scientist with over 125 publications, has served as Chair of the Department, and currently is Chair of Stony Brook's Learning Communities Program. He graduated from Dartmouth College and received a Ph.D. from the California Institute of Technology. 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). He graduated from Albright College and received a Ph.D. from the University of Virginia.

    Course: 7

    Improving Student Learning Using Classroom Assessment Techniques
    JON SRATTON, Walla Walla Community College
    July 18-20, 2002 in Seattle, Washington
    Apply: UWA

             With the current national emphasis on assessment, many college 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.
            This course will focus on discussion and hands-on assessment opportunities. 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?
            Participants 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: of all fields. Prerequisites: none.

    Jon 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. Dr. Stratton 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: 8

    Making Ethics Relevant for Science and Engineering Majors
    THOMAS STOEBE, University of Washington
    July 11-13, 2002 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 increasing interested in ethical issues, and engineering curricula are required to have ethics components for ABET 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, participatory approach to introductory ethics that is both practical and accessible. Practically-oriented ethics modules are introduced that can be included in existing technical or scientific 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.
             The cases used are oriented to settings that will be familiar to students, including those arising in part-time and summer jobs. Suggested texts and reference materials are presented to assist the instructor in adapting the needed modules to be used in their courses, or in developing a new seminar course. Course preparation material will be provided to each participant prior to the course, and course materials may be directly used in classroom teaching and learning.

    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.

    Thomas Stoebe 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. Dr. Stoebe is a Professor of Materials Science and Engineering at the University of Washington, 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 faculty in engineering and the sciences. He also works on means for enhancing the general scientific knowledge of the general populace.

    Course: 9

    Revitalizing and Improving the Quality of Undergraduate Science: An Interdisciplinary Approach to Teaching
    JEFFREY POMMERVILLE and MARIA HARPER-MARINICK, Maricopa Community Colleges
    June 20-22, 2002 in Austin, TX
    Apply: TXA

             Many of today's university and college science and non-science students in 100 level general science courses report that they find these courses uninteresting and, as a result, they are "turned off" by science. Reasons cited include difficulties students have in trying to transfer knowledge from one course or solution to another and deficiencies instructors see in student research, writing and oral skills; that is, they lack the basic skills science requires. However, to meet these challenges, faculty often are not prepared sufficiently, or are inadequately trained in the use of instructional technology, to address the diverse learning styles seen in today's students. Many science groups and organizations, including the National Science Foundation, have stated that an interdisciplinary approach that integrates science, math, engineering, technology (SMET) disciplines is one way to address and help solve the issues mentioned above. To this end, we have pioneered a science reform project that brings together collaborative groups of SMET instructors from within their institution to develop interdisciplinary materials and practices that will revitalize and improve undergraduate science teaching.
             This course provides the fundamentals for designing, developing, and field-testing an interdisciplinary approach to curriculum content. After an introductory discussion that identifies and reviews the diverse learning styles of today's students, the course moves on to explain how an interdisciplinary approach to science can promote student inquiry and facilitate the development of critical thinking skills. Participants then will be involved in designing interdisciplinary activities and developing interdisciplinary materials and practices ("modules"), adapted from their current science curricula, that emphasize active learning in entry-level (100 level) science courses/laboratories. The course also looks at the critical role of assessment in developing the interdisciplinary materials and approaches to teaching. Importantly, such products developed by participants in the course could be field-tested or implemented at their own institutions. Therefore, consideration also will be given to obstacles likely to be faced by faculty who want to incorporate these changes into their course curriculum as a way to better prepare themselves and their peers to teach today's wide range of students.

    For college teachers of: all science, math, and engineering disciplines. Interdisciplinary groups from a college/university are urged to apply. Prerequisites: at least one year of classroom teaching.

    Dr. Pommerville is a biologist with over 20 years experience in research and teaching. For the past 10 years, he has been involved with initiatives to improve college science teaching through active learning. He is currently Program Director of Systemic Reform in Science, a 2-year NSF-funded project to change the way 100 level science courses are taught in the community college classroom/laboratory. Project web page: http://www.mcli.dist.maricopa.edu/syris. Dr. Harper-Marinick is an Instructional Designer who has been involved in the design, development, and evaluation of curriculum materials and programs for different educational levels for two decades. She has taught courses in instructional design and conducted workshops for college faculty in a variety of teaching methodologies, including active learning strategies. She provides design, assessment, and evaluation support to Systemic Reform in Science.

    Course: 10

    Creating a Learning Community: An Interdisciplinary Approach to Teaching College Science and Mathematics to Liberal Arts Students
    GERARD L'HEUREUX and ILEANA VASU, Holyoke Community College
    May 29-31 2002 in Memphis, TN
    Apply: CBU

             Participants design an interdisciplinary team-taught learning community (LC) to interest Liberal Arts students in science and mathematics. This LC integrates science and mathematics to explore the mysteries of the universe. Students contrast inductive vs. deductive reasoning in order to develop an understanding of how we know what we know. They develop a scientific perspective by discussing natural phenomena as dynamic rather than static systems. Physical and chemical changes, energy flow and chaos – weather patterns and global warming, volcanic and seismic events – are among the topics developed. Students learn how to assess the validity of qualitative and quantitative interpretations of their data through logic, probability, quantitative analysis, and statistics.
             The primary focus of this LC is on student-active learning that engages students in the learning process. Initially, students attempt to place the universe of scientific and mathematical knowledge within a historical and philosophical context. Learners are challenged to respond to fundamental issues involving the nature of knowledge. The limits of sensory knowledge are considered through the allegory of "Plato's Cave" (video format). Then the profound changes brought about by the scientific revolution are discussed. Students explore these topics and more by reading from Capra's The Turning Point –Science, Society, and the Rising Culture (scientific revolution) and Web of Life (fractal geometry), Tom Stoppard's Arcadia (fractal geometry), Lewis Carroll's Alice in Wonderland (logic), and Edwin Abbott's Flatland (space and dimension).
             Chautauqua participants will become actively involved in small-group discussions, fishbowl interactions, problem based learning, jigsaw-puzzle strategy, seminaring, observation and hypothesis development, and other presentations. Participants will construct models of the Platonic solids and of other polyhedra and create sequences of images leading to fractals. They will also be involved in creating a team-taught learning community and in formulating pedagogical strategies for other disciplines. Learning communities provide an excellent opportunity for interdisciplinary integration of different disciplines. There emerges a "marriage of true minds." New ideas are born. A community is built. Being part of an LC is an amazing experience for both students and faculty. No one should miss it.

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

    Ileana Vasu is an Assistant Professor of Mathematics at Holyoke Community College in Massachusetts. At HCC, she explores the connections between math and other disciplines, particularly science and literature. She team teaches with Professor Gerry L'Heureux the LC "Math, Mind and Matter", a course integrating mathematics with science. Ileana is a member of the AMS and of the MAA. Gerard L'Heureux is Professor of Chemistry at Holyoke Community College and also teaches geology, oceanography, and Topics in Science. He serves as the HCC Coordinator for STEMTEC (The N.S.F. Science, Technology, Engineering, Mathematics, Teacher Education Collaborative) grant. 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 Quality 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." Gerard L'Heureux is the 2000-2001 recipient of the Elaine Marieb Faculty Chair for Teaching Excellence at Holyoke Community College.

    Course: 11

    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 16-18, 2002 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: 12

    Science and Pseudoscience: A Primer in Critical Thinking About Why People Believe Weird Things
    MICHAEL SHERMER, Publisher, Skeptic Magazine, Columnist, Scientific American
    June 20-21, 2002 in Philadelphia, PA
    Apply: TUCC

             This seminar is based on Dr. Shermer's best-selling books Why People Believe Weird Things, How We Believe, Denying History, and The Borderlands of Science. He will teach the principles of critical thinking through numerous real-world examples of investigations he has conducted over the past decade on ESP and UFOs, cults and conspiracy theories, creationism and Holocaust denial, the witch crazes of the 16th century and the modern sex abuse panics such as the McMartin case and the recovered memory movement of the late 20th century. Summarizing his years investigating extraordinary claims, Dr. Shermer will speculate on the psychology of belief, showing that there may very well be evolutionary reasons for why people believe weird things. Also covered will be the neurophysiology, psychology, and anthropology of religious beliefs and spiritual experiences.

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

    Michael Shermer is the publisher of Skeptic magazine, the director of the Skeptics Society, and the host of the Skeptics Lecture Series at Caltech. He writes a monthly column in Scientific American, hosts a radio show on NPR's KPCC in Los Angeles, and was the co-host and co-producer of the Fox Family 13-hour mini-series Exploring the Unknown. He taught for 17 years at Occidental College and Glendale College. In his Foreword to Why People Believe Weird Things, Harvard paleontologist Stephen Jay Gould wrote: Michael Shermer, as head of one of America's leading skeptic organizations, and as a powerful activist and essayist in the service of this operational form of reason, is an important figure in American public life.

    Course: 13

    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 6-8, 2002 in Austin, TX
    Apply: TXA

    Note:    Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. A portion of the application fee is used to offset processing, mailing, phone charges, duplication of course materials, and refreshments.

             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, extraterrestrial 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 and Quantum Leaps in the Wrong Direction: Where Real Science Ends and Pseudoscience Begins.

    Course: 14

    Building Student Project Teams in Engineering and Science: Practice and Pitfalls
    LINDA SCHMIDT and JANET SCHMIDT, University of Maryland
    June 23-25, 2002 in Memphis, TN
    Apply: CBU

             Traditionally, engineering and science faculty taught the technical mastery needed by future engineers and scientists by focusing on basic science competence and the engineering "product" or "system to be designed." Today, due to changes in industry, expectations of ABET EC 2000, as well as the increasingly multidisciplinary nature of real world problems (e.g., pollution, energy shortages, etc.), faculty are faced with teaching future engineers and scientists a new skill set. Indeed some have suggested that technical competency is only the first step to a successful professional career: expertise in "people skills" such as the ability to listen, manage conflict, and work in teams, are also necessary to advance. In the case of teamwork, most faculty lack experience with project teams, either personally as a member of a project team, or academically in terms of actual training in the teamwork skills that can be used in the undergraduate classroom.
             This Chautauqua Short Course introduces engineering and science faculty who would like to use student project teams in their teaching to a comprehensive and developmental model of team training called BESTEAMS (Building Engineering Student Team Effectiveness and Management Systems). Recently funded by the National Science Foundation (NSF), the BESTEAMS curriculum addresses development of three key aspects of team functioning: personal effectiveness, interpersonal effectiveness, and project management.
             The first domain critical to successful teaming is "Personal Effectiveness" or knowledge of one's own skills and abilities. Individuals must know their own strengths and weakness to work most effectively as a part of a well functioning team. The second key domain to successful teamwork is "Interpersonal Effectiveness" or the ability to communicate well with others, negotiate group dynamics, and solve conflicts. Finally, the third domain is "Project Management". This refers to the fact that engineers and scientists often work on team projects that are quite complex. This domain provides tools to assist in managing multi-faceted, long-term projects.
             Besides focusing on three key domains of team functioning identified above, the BESTEAMS curriculum is designed to progress from the freshman year to the senior or "capstone" experience. To that end, each of our domains or tracks has three levels (introductory, intermediate, and advanced). Ideally, team training would take place throughout the student's course curriculum moving from introductory to advanced training in each domain.
             Each one of the blocks represents a lecture-sized module. There are multiple ways a student could receive the material depending on the desires of the faculty member and constraints of a particular curriculum. Freshman Year includes: Learning Style; Learning in Groups, Giving and Receiving Feedback; Individual Time Management; Mission Adoption. Middle Years include: Intermediate Identity Development, Critical Self-evaluation, Human Resource Management, Group Dynamics, Communication Skills; Project Organization, Decision Management. Senior Year includes: Emotional Intelligence; Conflict Resolution, Negotiation; Performance breakdown: Resolution/Completion.
             In addition to the module training and introduction to Module Implementation Module (MIP) materials, participants will engage in the following interactive sessions: typical problems of teams, knowing your students, team training versus teaching content.

    For college teachers of: undergraduate students in engineering, science, and technology. Prerequisites: none.

    Dr. Linda C. Schmidt is Associate Professor of Mechanical Engineering at the University of Maryland and has a Joint Appointment with the Institute for Systems Research. She is cofounder of the BESTEAMS partnership with four institutions of higher education which has trained over 300 engineering students in 20 different upper-level classes and 1000 freshmen and directed faculty workshops. She is on the organizing committee of the NSF Open Workshop on Decision-Based Design which is one of the first on-line workshops. Her publications relate to decision-based design and retention of engineering majors and student team performance issues. Dr. Janet A. Schmidt as an Educational Psychologist is Director of Engineering Student Research and served as Director of Institutional Research at the University of Maryland. Her publications relate to development in College Students, undergraduate experience of African American students, and a careers course for returning students.

    Course: 15

    Helping Students Learn Engineering Design
    ANGELA LINSE and ROBIN ADAMS, University of Washington
    June 26-28, 2002 in Seattle, WA
    Apply: UWA

             Design learning is a crucial element in engineering curricula. It crosscuts all engineering disciplines and is a central element of professional engineering practice. The goal of this workshop is to help faculty develop strategies for teaching engineering design that are appropriate for their students and that match their own teaching style. Participants will exchange information about design teaching and learning with colleagues, discuss research in engineering design learning, and explore the practical implications for teaching engineering design to a diverse student population. The workshop will help participants 1) understand the learning difficulties students experience in design courses, and 2) apply teaching techniques that help students meet design learning challenges. This workshop may also be useful for faculty designing courses to meet new accreditation standards(ABET Engineering Criteria). ABET accreditation currently requires that engineering programs produce graduates who can "design a system, component, or process or product to meet desired needs."
             By the end of the workshop, participants will be able to describe the components of effective engineering design teaching and learning. Participants will articulate explicit design learning outcomes for students and review and select methods for documenting student learning in their design courses. This workshop will be most successful if participants focus on a specific engineering design course and bring to the workshop a syllabus and other course materials (e.g. assignments, course notes, exams, etc.).

    For college teachers of: engineering and science, particularly faculty responsible for teaching engineering design courses; graduate students interested in teaching engineering at the college level. Prerequisites: none.

    Angela Linse, Ph.D. is responsible for delivering the faculty development program for the Center for Engineering Learning and Teaching (CELT) in the College of Engineering at the University of Washington. As CELT's Instructional Consultant, Dr. Linse works with engineering faculty and Teaching Assistants to improve their teaching effectiveness and enhance engineering student learning. She works with individual instructors to incorporate teaching methods that help students retain what they learn and encourage their active participation in the learning process. Dr. Linse also facilitates workshops and seminars for departments, the College, and the larger engineering education community. Robin Adams, PhD., is a Research Scientist for the Center for Engineering Learning and Teaching (CELT) in the College of Engineering at the University of Washington. Dr. Adams' research and publications focus on cognitive processes in design behavior, iteration in design activity, designing tools for assessing engineering student learning, and expanding the research-informed approach to engineering education. Dr. Adams has been involved in the evaluation of the National Science Foundation's Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL) since the inception of the program.

    Course: 16

    Mechatronic System Design: Integrating Mechanical, Electrical, Control, and Computer Engineering
    KEVIN CRAIG, Rensselaer Polytechnic Institute
    June 19-21, 2002 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: 17

    A Better Understanding of the USA Space Program
    STEVEN DUTCEK, NASA Kennedy Space Center and GILBERT YANOW, NASA Jet Propulsion Laboratory
    August 5-8, 2002 at the Kennedy Space Center
    Apply: CAL

    Note:  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.

             From almost the very start of the US space program, the major center for our getting into space has been the area around and at Cape Canaveral Florida. Today, adjacent to the Air Force Base at Cape Canaveral is the NASA Kennedy Space Center (KSC). To truly appreciate our space program, one must understand the careful preparation that spacecraft must undergo, the extensive launching and tracking facilities and the multitude of major companies and competent people that must be coordinated to make our space program be the success it has been. This course will examine in detail all of these aspects at both the Air Force and KSC facilities. Experts in their fields will discuss the jobs that must be done. Tours will be taken of both KSC and Cape Canaveral. We will have a panel to discuss aspects of the fascinating history of the US Space Program. The people who are on this panel were there when this amazing history was being made.

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

    Steven Dutcek has been at KSC for many years. He is currently the head of the K-12 program area. He has worked with key engineers, scientist and astronauts in relation to a large number of major space programs at our country's prime space launch site. Dr. Gilbert Yanow is the outreach coordinator for the Genesis Project, and in that capacity was recently deeply involved in the efforts that prepared this space mission for launch at KSC. He is also the Director for the CAL Chautauqua Field Center.

    Course: 18

    Nanotechnology and Nanostructured Materials and Devices
    RICHARD W. SIEGEL, PULICKEL M. AJAYAN, JONATHAN S. DORDICK, PAWEL KEBLINSKI, LINDA S. SCHADLER, and MICHAEL SHUR, Rensselaer Polytechnic Institute
    June 27-28, 2002 in Troy, NY
    Apply: RPI

             The past decade has seen explosive growth worldwide in the synthesis and study of a wide range of nanostructured materials, the building blocks of nanotechnology. A variety of scientifically interesting and technologically important nanomaterials have now been synthesized and investigated. These have included metals, ceramics, and composites made by means of a number of experimental methods. While these new materials have been synthesized most elegantly from either atomic or molecular precursors, those made from bulk precursors have yielded important results as well. The structures and properties of nanostructured materials have now been elucidated in a number of important areas and a fundamental understanding of the relationships among these areas is beginning to unfold. Most important among these is (1) an understanding of the atomic-scale structures of the nanocale building blocks and their interfaces and (2) the important role of spatial confinement on material properties in general, when the sizes of the nanoscale building blocks become smaller than the critical length scale for any particular property. Investigations of mechanical, chemical, electrical, magnetic, and optical behavior of nanostructured materials have demonstrated the possibilities to engineer the properties of these new materials through control of the sizes of their constituent building blocks and the manner in which these constituents are assembled. It is now very clear that through nanostructuring we can access novel material properties and unique device functions. In this short course, a comprehensive overview of nanoscience and nanotechnology and their relationship to nanoscale materials and devices will be presented in six lectures by leading researchers and educators at Rensselaer. These lectures will be offered within the context of the 2001 U. S. National Nanotechnology Initiative (http://www.nano.gov) and a large number of examples from our own research results in this exciting new area will be discussed.

    For college teachers of:physics, chemistry, biology, materials science and the various related engineering disciplines. Prerequisites: none.

    Dr. Richard W. Siegel is past Chairman of the International Committee on Nanostructured Materials and chaired the WTEC worldwide study on nanostructure science and technology that led to the National Nanotechnology Initiative. He has authored about 200 publications in the areas of defects in metals, diffusion, and nanophase metals, ceramics and composites, presented more than 330 invited lectures worldwide, and edited nine books on these subjects. He was listed by Science Watch as the fourth most highly cited author worldwide in materials science during 1990-1994. He is an Associate Editor of Materials Letters and was a founding Editor of Nanostructured Materials. Dr. Siegel is a founder and Director of Nanophase Technologies Corporation, and his early work with them was recognized by a 1991 Federal Laboratory Consortium Award for Excellence in Technology Transfer. He is an Honorary Member of the Materials Research Societies of India and Japan, a 1994 recipient of an Alexander von Humboldt Foundation Senior Research Award in Germany, and presented the 1996 MacDonald Lecture in Canada. Dr. Shur is Patricia and Sheldon Roberts Professor of Solid State Electronics, Professor of Physics, Professor of Information Technology, and Acting Director of the Center for Integrated Electronics and Electronics Manufacturing at RPI. He is an expert in microelectronics and nanoelectronics devices design, modeling, simulation, and characterization. Jointly with Professor Eastman, he introduced a concept of ballistic transport. He was one of the inventors of complementary compound semiconductor technology used in wireless applications. He has published technical papers and books, won several awards, and holds over 25 patents on solid-state devices. Dr. Jonathan S. Dordick is Chair of the Department of Chemical Engineering where he is also the Howard P. Isermann Professor of Biochemical Engineering. He received the NSF Presidential Young Investigator Award in 1989, the 1989 University of Iowa Faculty Scholars Award, and the 1998 Iowa Section Award of the American Chemical Society. Presently he serves on the Scientific Advisory Boards for several biotechnology companies. Dr. Dordick has published over 130 papers and is an inventor/co-inventor on 20 patents. Dr. Schadler is an Associate Professor in the Materials Science and Engineering Department at Rensselaer Polytechnic Institute. Her research interests primarily are in the mechanical behavior of traditional polymer composites and nanocomposites. Dr. Keblinski was a recipient of an Alexander von Humboldt Fellowship. Professor Keblinski is an author or co-author of 40 scientific articles on topics ranging from mesoscopic-level modeling of vapor deposition and phase separation to atomic-level structure and property relationships computer simulations of metals, covalent materials and ceramics. Dr. Ajayan is an Associate Professor of Materials Science and Engineering at Rensselaer Polytechnic Institute, and is a pioneer in the field of carbon nanotubes. He has worked on the synthesis, characterization and modification of nanotubes for almost a decade and has published over 100 papers in this field. He is also an expert in electron microscopy techniques.

    Course: 19

    Award Winning Programs for Minority, Women and Students with Disabilities
    PATRICIA MACGOWAN and SHERYL BURGSTAHLER, University of Washington
    July 25-27, 2002 in Seattle, WA
    Apply: UWA

             The development, implementation and funding of 3 award- winning programs at the University of Washington will be presented in a hands-on format that will provide the essential information needed for participants to develop similar programs. Each of these programs, Mathematics Engineering Science Achievement (MESA), Women in Science and Engineering (WISE) and Disabilities, Opportunities, Internetworking and Technology (DO-IT), have received the U.S. Presidential Award for Excellence in Science, Mathematics and Engineering mentoring.
             This course will provide key strategies for recruiting and retaining women and minorities in non-traditional areas of study. Specific information on resources for developing effective mentoring programs and national best practice models will be covered. The development of assistive technologies that allow people with disabilities to perform tasks independently, along with the increasing use of technology in science fields, open career opportunities that were once unavailable to people with disabilities. Programs like DO-IT employ successful strategies for increasing the representation of people with disabilities in challenging career field such as those in science, engineering and technology. However, minority, women and students with disabilities are still a minority in academic programs and careers in the sciences, mathematics and engineering.
             This short course will provide concrete examples of programs that are highly effective. Subject covered include programs that can be developed at secondary school feeder institutions, projects that work with incoming freshmen and that continue working to enhance student achievement throughout the college career. The importance of mentoring will be emphasized with corresponding assessment results. Access issues and solutions for students with disabilities will be included, along with summaries of legal issues, and a listing of available resources. Means will be discussed for faculty members to work most effectively with campus services and students with disabilities to select accommodations that maximize access, independence and success. Videotapes and handouts that can be used with instructors on any campus will be shared with participants.
             Program funding mechanisms and agency information will be shared along with successful proposals. Student experiences in these programs will be presented by student participants. Evaluation and assessment of the programs will be presented along with innovative ideas for future program development.

    For college teachers of: the sciences and mathematics, along with potential program directors for programs for minorities, women and students with disabilities. Prerequisites: none.

    Patricia MacGowan is the State Director of the Washington MESA (Mathematics, Engineering, Science Achievement) Program. This partnership program serves 4,100 pre-college students in 71 schools in 16 school districts. MESA partners include 4 Universities, 42 industries and businesses, and 38 community organizations. She is past chair of the National Association of Precollege Directors Association, and serves on the Teachers Recruiting Future Teachers Advisory Board, the Washington Science Teachers Equal Opportunities Committee, the National Renewable Energy Laboratory Education Advisory Council, the LASER (Leadership Assistance for Science Education Reform) Steering Committee, and the Center for Gender Equity Leadership Team at the Washington Research Institute. Sheryl Burgstahler is director of the Science Foundation-funded DO-IT (Disabilities, Opportunities, Internetworking and Technology) project at the University of Washington. DO-IT promotes the success of students with disabilities in postsecondary programs and careers, and sponsors programs that increase the use of assistive technology and promote the development of accessible facilities, labs, electronic resources, web pages, etc. Dr. Burgstahler has published many articles and delivered presentations at national and international conferences that focus on the full inclusion of individuals with disabilities in postsecondary education, distance learning, work-based learning and electronic communities. Dr. Burgstahler is Assistant Director of Information Systems and Affiliate Associate Professor in Education at the University of Washington.

    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 1-3, 2002 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 opportunity and bias in our classroom practices. 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, and questions asked and not asked. Brief development of these ideas and examples will help the participants provide additional examples, discuss applicability to their own teaching, and design specific ways to implement these approaches.

    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 been named a Carnegie Scholar for 2000-01 by the Carnegie Foundation and has received several major teaching awards from IU 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 Nelson's contributions to the improvement of undergraduate teaching, the Carnegie Foundation for the Advancement of Teaching honored him as its US Research and Doctoral Universities Professor of the Year 2000.

    Course: 21

    Women and Minorities in the Sciences: A History of the Past and Strategies for the Future
    CATHERINE DIDION, Association for Women in Science
    May 16-18, 2002 in Washington, D.C.
    Apply: SUSB

             After examining from an historical perspective the contributions of women and persons of color to scientific fields, this course will offer and discuss strategies for encouraging and retaining women and minorities in science. Not only will we study the lives and work of women and minority scientists (i.e. Rachel Carson, Donna Shirley and Benjamin Carson), but we will also explore why the research of these women and minority scientists has gone unnoticed, and why there exist so few women and minority scientists. Our focus will be on evaluating current methods and devising new programs to increase the numbers of women and minorities in the sciences. Readings will include accounts by women and minority scientists. The course will include feminist and minority critiques of some scientific research. Other readings will include resources for science educators on encouraging underrepresented populations to participate in the sciences. We will explore the fields of science, engineering, and medicine, and discuss to what extent the climate of these fields allows women and persons of color to participate. In addition, we will analyze issues of science education and representation of women and persons of color in scientific academia.
             Possible readings include: Journey of Women in Science and Engineering: No Universal Constants , 1997. A Hand Up: Women Mentoring Women in Science, 1995. Love, Power, and Knowledge: Towards a Feminist Transformation of Sciences, 1986. Women Scientists from Antiquity to the Present: An Index, 1986. Minorities '93: Trying to Change the Face of Science, 1993. Sage: A Scholarly Journal on Black Women, 1989.

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

    Dr. 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: 22

    Merging Mathematical Modeling with Secondary Mathematics Teaching Methods
    JOHN DOSSEY and SHARON MCCRONE, Illinois State and FRANK GIORDANO, Mathematical Competition in Modeling University
    March 8-10, 2002 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 pre-service middle and secondary school teachers of mathematics built around mathematical modeling. Specific focus will be given to meshing methods content with 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. Participants are requested to bring 30 copies of their methods course syllabi to share with other participants.

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

    Dr. Dossey is 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: 23

    Software in the Science Classroom: "Mathematica"
    FLIP PHILLIPS, Skidmore College
    May 19-21, 2002 in Memphis, TN
    Apply: CBU

             This course will address the use of the software Mathematica in the science classroom. More than 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 math, 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 on the Fish Creek. Dr. Phillips' home page is http://www.skidmore.edu/~flip .

    Course: 24

    Calculus and Precalculus: An Integrative Approach
    ROBIN GOTTLIEB, Harvard University and ERIC BRUSSEL, Emory University
    June 17-19, 2002 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 at 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: 25

    Abandoning Dead Ends: Presenting the Heart of Mathematics to All Students
    MICHAEL STARBIRD, The University of Texas at Austin
    May 23-25, 2002 in Austin, TX
    Apply: TXA

             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.

    Michael 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: 26

    Teaching Differential Equations from a Dynamical Systems Viewpoint
    ROBERT L. DEVANEY and PAUL BLANCHARD, Boston University
    June 17-19, 2002 in Boston, MA
    Apply: PITT

         This course will give an overview of the presenters' approach to teaching a modern version of the sophomore level differential equations course. The traditional version of this course consisted of a series of analytic methods for solving specific types of differential equations. This was natural in ancient times (pre 1985) when computers were not readily available. Now computers and especially computer graphics, when coupled with qualitative techniques from dynamical systems theory, change this course completely. The goal of this course is to acquaint participants with many of the new topics that can now be introduced into the differential equations course, as well as how standard topics may be taught from a different point of view. A major focal point will be the use of computer technology in the classroom and in a laboratory setting. Each topic will be accompanied by on-site computer investigations. The course will be of interest to teachers of lower level courses in mathematics (calculus) who wish to see how the changes in the differential equations course impacts prior courses.

    For college teachers of: mathematics. Prerequisites: none.

    Dr. Devaney is Professor of Mathematics at Boston University. His research interests are in dynamical systems and include work in complex dynamics, Hamiltonian systems, and computer experiments in mathematics. He is author of 7 books on dynamical systems theory. With Paul Blanchard and Glen Hall, he is also the author of Differential Equations, published by Brooks-Cole. The course will be based on material in this last book. Dr. Blanchard has taught college mathematics for almost twenty-five years, most at Boston University. In 2001, he won the Northeast Section of the Mathematical Association of America's Award for Distinguished Teaching of Mathematics. He has coauthored or contributed chapters to four different textbooks. His main area of mathematical research is complex analytic dynamical systems and the related point sets---Julia sets and the Mandelbrot set. Most recently his efforts have focused on reforming the traditional differential equations course, and he is currently heading the Boston University Differential Equations Project and leading workshops in this innovative approach to teaching differential equations.

    Course: 27

    Directing Undergraduate Research Programs in Mathematics
    DANIEL L. GOROFF, Harvard University, DANIEL J. SCHAAL, South Dakota State University
    June 30 - July 20, 2002 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, 2002. 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.
         In this program we will address some common problems faced by anyone directing an undergraduate research program in mathematics. We will consider how to select and recruit students and how to find appropriate problems for students to investigate. We will discuss how to quickly teach students the background material they will need and how to get students started on research. We will also discuss possible sources of funding and the application procedures of some funding agencies. We will consider large and small programs, summer and academic year programs, and programs with or without students from outside the director's home institution.
         To illustrate the ideas of problem selection, student preparation and problem investigation, we will conclude the program with a short investigation in Ramsey theory. Ramsey theory is an area of graph theory and combinatorics that deals with colorings of the edges of a graph and colorings of the natural numbers. A coloring is simply a function that partitions the domain of the function into equivalence classes. Among other things, Ramsey theory addresses the question of how big the domain of the coloring must be to guarantee that at least one equivalence class contains a "special" subset. Ramsey theory is an especially good area for undergraduate research due to the small amount of background material needed and the abundance of open problems. We will briefly cover the basics of Ramsey theory and some proof techniques that are often used in this area. We will then investigate some open problems and may even solve some.
         It is not the goal of this program to prepare the participants to direct undergraduate research in Ramsey theory. The brief investigation of Ramsey theory is intended as an example of how an undergraduate research program can be structured. The techniques of problem selection, student preparation and problem investigation that will be illustrated in this investigation are applicable to undergraduate research in all areas of mathematics. One of the programs for undergraduate students at the PCMI will investigate expander graphs, another area of graph theory and combinatorics. Participants in this program may also choose to attend some or all of the sessions on expander graphs. The program on expander graphs can serve as a second example of how an undergraduate research program can be structured.
         All mathematics faculty members interested in undergraduate research are invited to apply to this program. No knowledge of combinatorics or prior experience directing undergraduate research is expected or required. However, faculty members with experience directing undergraduate research are encouraged to apply and will be able to enrich the program by sharing their experiences with the other participants.

    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. Goroff is Professor of the Practice of Mathematics at Harvard University and Associate Director of the Derek Bok Center for Teaching and Learning. Dr. Goroff is also the coordinator of PCMI's Undergraduate Faculty Program.Dr. Schaal is an Associate Professor in the Department of Mathematics and Statistics at South Dakota State University. His area of research is combinatorics, specifically Ramsey theory and the study of Schur numbers and Rado numbers. He has directed several undergraduate research programs, including two at the University of Idaho that were funded by the NSF. Dr. Schaal is a member of the MAA subcommittee on undergraduate research.

    Course: 28

    Primes, Partitions, and Elegant Formulae: The Genius of Riemann and Ramanujan
    IRWIN KRA AND ANDREW McINTYRE, State University of New York at Stony Brook
    June 6-8, 2002 in Stony Brook, Long Island, New York
    Apply: SUSB

    Note:   Low cost campus housing available on the Stony Brook campus.

             A number of fascinating advanced mathematics topics can be made accessible to junior and senior mathematics majors. They can introduce students to research, scholarship and computer experimentation at a fairly early stage of their mathematical development. We will discuss three topics involving fundamental contributions of Riemann to number theory and Ramanujan to combinatorics. The topics selected have the property that portions of each can be used for students of various abilities. They involve areas with nontrivial calculations and computer experimentation. We discuss the mathematical content, the routes in an independent study project, and relevant literature for the problems. The emphasis is on the connections of the problems to diverse areas of mathematics and the many possible routes that can be followed in their study. Participants will be exposed to uses of symbolic manipulationprograms (MATHEMATICA or MAPLE) in the study of these topics.

    For college teachers of: advanced undergraduate mathematics courses. Undergraduate students of these teachers should have completed at least a standard advanced calculus course to be able to work on the projects discussed. Prerequisites : none.

    Dr. Kra is a Distinguished Service Professor at the State University of New York at Stony Brook. During the last few years, his work has shifted from moduli of Riemann surfaces and Teichmuller theory to applications of complex analysis to problems in combinatorial number theory and theta function identities. He has recently designed and taught new mathematics courses for juniors that exposed them to research, scholarship, independent study, and the use of symbolic manipulation programs. Andrew McIntyre is completing work on a doctorate under the supervision of Leon Takhtajan. His interests include number theory, mathematical physics, and undergraduate education.

    Course: 29

    Statistics: An Indispensable Tool for Decision - Making in a World of Data
    RICHARD L. SCHEAFFER, University of Florida, Gainesville
    June 27-29, 2002 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.

    Professor Scheaffer received his Ph.D. in statistics from Florida State University, whereupon he joined the faculty of the University of Florida and has remained there ever since. Now Professor of Statistics, he was chairman of the Department for a period of 12 years. Research interests are in the areas of sampling and applied probability, especially with regard to applications of both to industrial processes. He has published over 40 papers in the statistical literature and is co-author of four textbooks covering aspects of sampling, probability and mathematical statistics. In recent years, much of his effort has been directed toward statistics education throughout the school and college curriculum. He was one of the developers of the Quantitative Literacy Project in the United States that formed the basis of the data analysis emphasis in the mathematics curriculum standards recommended by the National Council of Teachers of Mathematics. He continues to work on educational projects at the elementary, secondary and college levels, and was the Chief Faculty Consultant for the Advanced Placement Statistics Program from 1994 through 1998. Dr. Scheaffer is a Fellow of the American Statistical Association, from whom he has received a Founder's Award.

    Course: 30

    Enhancing Introductory Physics Courses Through Assessments
    RICHARD OLENICK, University of Dallas and TED VIOLETT, Western State College
    June 20-22, 2002 at Western State College, Gunnison, CO
    Apply: TXA

    Note:    Participants are responsible for making their own arrangements for transportation to and from Gunnison, CO. The costs of lodging, meals, local transportation and other expenses associated with field trips will also be paid by the participants.

             This workshop will focus on assessment ideas and techniques for promoting understanding in a introductory physics courses. Participants in the workshop will explore integrating various research-based methods from physics education into a cohesive conceptually focused course. The major emphasis of the course will be an examination of the role of assessments and the implementation of formative assessments into a course structure.
             Participants will have hands-on experience developing online assessments using Blackboard.com, working with ULIs for laboratory model building, and analyzing video with World-in-Motion video analysis software. Participants will also have practical experience with whiteboard techniques, cooperative learning methods, construction of concept maps, and modeling.

    For college teachers of: introductory physics courses (conceptual, calculus, or algebra-based physics courses) Prerequisites: none.

    Richard Olenick, is a Professor of Physics at the University of Dallas and was PI for the NSF-supported projects The Mechanical Universe and C3P. He has been active in the development of curriculum materials and received the Carnegie Foundation's Texas Professor of the Year award. Ted Violett is Professor of Physics at Western State College. His interests lie in atomic physics, specifically UV spectroscopy, and astronomy.

    Course: 31

    Teach Physics by Replicating the Process of Science
    ALAN VAN HEUVELEN, Ohio State University and EUGENIA ETKINA, Rutgers University
    June 9-11, 2002 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 Problems 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. She is co-directing an X-ray research program for high school physics teachers and students, "Astrophysics Summer Institution:" funded by the Educational Foundation of America.

    Course: 32

    The Studio Approach to Student-Centered Science, Mathematics and Engineering Instruction
    KAREN CUMMINGS, Rensselaer Polytechnic Institute
    June 24-25, 2002 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: 33

    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
    June 6-8, 2002 (I) in Eugene, OR
    Apply: CAL
    May 9-11, 2002 (II) in Carlisle, PA
    Apply: TUCC

    Note:   Course I will be held at University of Oregon, Eugene, OR and Course II will be held at Dickinson College, Carlisle, PA. 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 from 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 RealTime 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 college 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 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 and Technology). 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: 34

    Archaeoastronomy in the Maya Ruins of Palenque/Bonampak/Yaxchilan/la Venta Park
    ED BARNHART, The University of Texas at Austin
    June 12-18, 2002 in Palenque, Mexico
    Apply: TXA

    Note:   Participants will be responsible for all costs and fees associated with transportation, lodging, meals, entrance, and tour fees. As well as transportation during the course. An estimation for transportation during the course $185.00, lodging $320.00, meals $145.00, and entrance fees $40.00.

             It has long been known that the ancient Maya of Mexico and Central America were highly skilled astronomers. Have you ever wondered what evidence supports that assertion? This four-day tour and lecture series will investigate the observation methods developed by the Maya and what astronomy may have meant to them as a people.
             Palenque, a jungle shrouded ruins in Chiapas, Mexico, will be home base for the tours. The group will stay comfortably in the nearby modern town of the same name. Palenque, more than most Classic Maya cities, has an abundance of archaeoastronomical evidence, both in architectural forms and hieroglyphic texts. Its most famous king, Lord Pakal, used astronomy to validate his right to the throne. Pakal's son, Lord Kan Balam, was the first king to incorporate Jupiter and Saturn into the Maya calendar. The hieroglyphic evidence behind these historical facts as well as the methods and motivations of Palenque's kings will be discussed in nightly lectures.
             The group will also visit two of Palenque's allied cities, Bonampak and Yaxchilan. At Bonampak the tour will visit the best-preserved murals in the Maya world. Three separate rooms at Bonampak contain full color scenes of life in a Maya royal court. Yaxchilan, a site that boasts the earliest dynasty in the region, towers majestically over the Usumacinta River. Due to its remote location, the group will access the site via boat.
             The tour's last day will be spent at La Venta Park, the park to which all the massive monuments of La Venta were moved in the 1950's. La Venta was one of the earliest cities of the Olmec, Mexico's first major civilization (1500-500 BC). A final lecture that evening will discuss the origins of astronomy in Mesoamerica. Please visit the website: http://mesoweb.com/ additional information on this subject.

    For college teachers of: archaeology, astronomy, anthropology, history, art history, mathematics, sociology, philosophy and other related social sciences fields. Prerequisites: Participants are encouraged to have at least some knowledge of Ancient Maya culture. While not essential, this will help the discussions stay focused on Maya astronomy instead of on Maya history in general. Ed Barnhart can recommend readings for those interested in learning more before the trip. The tours will involve climbing pyramids in hot, humid weather. Participants in weak physical condition are encouraged to build strength and stamina before the trip.

    Ed Barnhart has worked in the Maya region for the last ten years as an archaeologist, an explorer and an instructor. During his four years as the student of the world renowned Dr. Linda Schele he developed a strong background in Maya hieroglyphics, iconography and archaeoastronomy. From 1998 to 2000 he was the director of the Palenque Mapping Project, an archaeological survey that discovered over 1000 new structures in the ruins of Palenque.

    Course: 35

    Teaching Introductory Astronomy
    GARETH WYNN-WILLIAMS, Institute for Astronomy, University of Hawaii
    May 31 - June 2, 2002 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 recently completed Green Bank Telescope. It is 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: 36

    A Radio View of the Universe and the New Green Bank Telescope
    PHILIP JEWELL and STAFF, National Radio Astronomy Observatory
    May 28-30, 2002 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 recently completed Green Bank Telescope. It is 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 the Assistant Director of the National Radio Astronomy Observatory in charge of its Green Bank operations. His research interests include interstellar chemistry, and biomolecules, evolved stars, and radio astronomy instrumentation and techniques. The Chautauqua staff includes other scientists, electronic engineers and programmers.

    Course: 37

    Interferometry in Radio Astronomy, the VLA and the VLBA
    DAVID G. FINLEY and STAFF, National Radio Astronomy Observatory
    July 24-26, 2002 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 San 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. It will feature lectures by research astronomers on areas of current research in which the VLA and the VLBA play world-leading roles. 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 take an in-depth tour of 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.

    David G. Finley is Public Information Officer for the National Radio Astronomy Observatory in Socorro, NM. A former science editor and writer for The Miami Herald, he taught astronomy and geology at Florida International University in Miami. Author of one book and co-editor of another, his articles on astronomy and other topics have appeared in numerous publications, including Astronomy and Air & Space. He has lectured extensively at observatories, museums, universities, national parks, aboard cruise ships and to clubs and organizations. The staff includes other scientists, electronics engineers and programmers.

    Course: 38

    Radio Astronomy in the Undergraduate Classroom
    PREETHI PRATAP and MIT Haystack Observatory Staff
    May 22-24, 2002 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: 39

    The Sky of Mauna Kea
    GILBERT YANOW, Jet Propulsion Laboratory
    June 30 - July 3, 2002 on the Big Island of Hawaii
    Apply: CAL

    Note:   There is a participation fee of $175 for l unches 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. High school teachers are also welcome on a space available basis.Prerequisites: none.

    Dr. Yanow is presently the Outreach Coordinator for the Genesis Mission, acts is a member of 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: 40

    The Aurora Borealis And Other Artic Phenomena During The Solar Maximum, 2002 Update
    SYUN AKASOFU, International Arctic Research Center, JOHN KELLEY and VIKAS SONWALKAR, University of Alaska Fairbanks, GILBERT YANOW, NASA/JetPropulsion Laboratory
    March 18-20, 2002 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 $125 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 period. 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 may conduct an oceanographic training cruise during this period. This proposed 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. Secondary Teachers will be allowed to take the course on a space available basis. 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: 41

    Exploration Of The Solar System and the Possibility of Life, 2002 Update
    GILBERT YANOW NASA/ Jet Propulsion Laboratory
    July 23-26, 2002 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 required, but some of the discussion will cover basic organic chemistry.

    Dr. Yanow is the Outreach coordinator for the Genesis Mission and a member of 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: 42

    Objects From Space, Solar Wind, and Cleanrooms
    MARILYN LINDSTROMand EILEEN STANSBERRY, NASA Johnson Space Center and GILBERT YANOW, NASA Propulsion Laboratory.
    June 17-19, 2002, Johnson Space Center
    Apply: CAL

    Note: Co-sponsored by the TXA Field Center. Applications should be sent the CAL Field Center. There may be an additional course fee of $25 for transportation with this course. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         Johnson Space Center (JSC) is a NASA Center. JSC is unique in that it is the location where the moon rocks are stored in a special cleanroom. Additionally, JSC is the prime NASA center in relation to other objects such as meteorites. This course will discuss the finding, storage and analysis of these objects that we have brought back or nature has delivered to us from space. JSC is a partner in the Genesis mission currently in space. Genesis seeks to uncover the mysteries of what were the detail initial building blocks of our solar system by capturing and returning samples of the solar wind. NASA has built at JSC the “cleanest” cleanroom in the whole agency for this project. The collecting materials were asssembled in the room and the solar wind samples will be returned to this same place for storage. Scientists all over the world contact (or will be contacting) JSC to obtain test pieces of either moon rocks or solar wind. This course will also discuss the solar winds and the way they may be able to tell us more of our own beginnings. We will examine the design and construction of the state-of-the-art cleanrooms at JSC. Attendees will be taken on tours of these rooms as well as other areas of this national space center.

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

    Dr. Marilyn Lindstrom has been and continues to be the curator of the moon rock and meteorite collections at JSC. She not only does research in this area, but is very involved in the JSC outreach efforts. Dr. Eileen Stansbery is the head of the contamination studies and design of the Genesis project. She was also the lead in the development and construction of the “cleanest” cleanroom in NASA at JSC.Dr. Gilbert Yanow is the outreach coordinator for the Genesis Project at JPL. He is also the Director of the CAL Chautauqua Field Center.

    Course: 43

    Volcanic Hazards: On Site at Mt. St. Helens and Mt. Rainier
    TONY IRVING, University of Washington
    July 13-17, 2002 in southwestern Washington and Seattle, WA
    Apply: UWA

    Note:  This course has a participant fee of $90 (in addition to the registration fee) to cover costs of van transportation, meals and lodging while at sites remote from Seattle. For course detail and schedule, please see http://depts.washington.edu/chautaq.

             The eruption of Mt. St. Helens on May 18, 1980 and its continuing activity until 1986 have been studied extensively by volcanologists, ecologists and social scientists alike. This eruption, although relatively small compared to other eruptions worldwide, was very significant in raising awareness of the major hazards posed by active volcanoes. Just five years later the tragic loss of 25,000 lives in mudflows from the eruption of Nevado del Ruiz volcano in Colombia galvanized many volcanologists and social scientists to improve understanding of all natural hazards. The lessons learned from these events permitted evacuations in advance of the major eruption of Mt. Pinatubo in 1991, and saved many lives. More recently, it has been realized that Mt. Rainier poses a significant hazard to the growing population of the greater Seattle area, and more alarmingly that mudflows from Mt. Rainier could devastate the southern Puget Sound lowland without an eruption and with little warning.
             This 4-day program combines field expeditions to both Mt. St. Helens and Mt. Rainier with classroom instruction and activities on the University of Washington campus to give educators a better understanding of how volcanoes work and how their hazards can be assessed and mitigated. The 2-day field portion of the program will be based at the UW Pack Forest Conference Center near Eatonville. Topics to be addressed include: plate tectonics, magma generation within the Earth, volcanic plumbing, volcanic products, identification of hazards, assessment of risks, preparedness, eruption forecasting, volcanic seismicity, and public misconceptions about volcanoes and their potential effects.
             While the course focuses on two specific volcanoes, the lessons learned are widely applicable and can be used for student instruction across the country. Ideas on how to incorporate this information into classroom activities and field trips (both here and in your own locale) will be included in the program. Limit, 20 participants.

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

    Tony Irving, an Affiliate Associate Professor in the Dept. of Earth and Space Sciences at the University of Washington, has extensive experience in college and public education about volcanoes. In addition to studying the activity at Mt. St. Helens from 1980 on, Dr. Irving has taught numerous undergraduate and graduate classes in volcanology, petrology, mineralogy and geochemistry, and is conducting research on basaltic volcanoes and the composition of the Earth's mantle. He has used his experience in many workshops for educators on volcanism and planetary geology in the formulation of this program.

    Course: 44

    The Volcanoes of Hawaii 2002, The Geology of Hawaii and Comparative Planetology
    CHUCK BLAY, TEOK, DAVID SEIDEL, NASA/Jet Propulsion Laboratory
    July 7-11, 2002 on the Big Island of Hawaii
    Apply: CAL

    Note:    There will be a participation fee of $175 for lunches and rental of four wheel drive vehicles for Field Trips. Please check http://davinci.csun.edu/~scnet/chaut.htmlfor 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 world's 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 on maps. 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. High school teachers are also welcome on a space available basis.Prerequisites: none.

    Dr. Blay is the current the President of TEOK Investigations in Hawaii. He has spent much of his life in geological investigations as a field researcher for oil companies. He conducts several special courses on the geology of the Hawaiian Islands for professional groups and educators. David Seidel is the Mars Outreach Team Lead. In this capacity he works closely with the science team members of the various Mars missions. He also oversees 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: 45

    Hawaiian Volcanoes from Mauna Kea to Loihi
    ALEXANDER MALAHOFF, University of Hawaii
    July 15-19, 2002 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 inter-island 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 Ohau and to a greater extent on the Island of Hawaii (the Big Island). Features planned for visits include: lava tree molds, older and newer lava fields, lava tubes, active lava flows (if flowing), a geothermal power plant, a deep ocean exploration base where deep water cameras and submersibles are serviced, and (if scheduling permits) The University of Hawaii's R/V Ka'imikai-o-Kanaloa, PISCES V submersible and ROV facilities.

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

    Dr. Malahoff is Professor of Oceanography at the University of Hawaii in Honolulu. He has conducted extensive studies of submarine volcanoes and their mineral deposits. He discovered the first extensive polymetallic sulfide ore body on the ocean floor and has studied the geology of submarine volcanoes through the use of airplanes with remote sensing, ships, submersibles, and with the eye of robotic devices. He is currently involved with several projects of monitoring the growth of the newest Hawaiian Island, Loihi.

    Course: 46

    Glaciers in Alaska
    KRISTINE J. CROSSEN, University of Alaska Anchorage
    June 26-28, 2002 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 and van travel on field trips, admission to certain sites, and other course-related expenses. Optional reduced rate lodging will be available to early applicants.

             This course is a three-day field study of glaciers in south central Alaska. It includes an introduction to glacial processes and landforms, and a viewing of different types of glaciers including small cirque glaciers, valley glaciers, and glaciers calving into lakes and tidewater. Locations to be visited include Portage Lake, Prince William Sound, and Matanuska Glacier.
             Approximately the first half-day will be spent in classroom discussion of glacial processes. The remaining portion of the day will involve a trip along the scenic Turnagain Arm fjord to Portage Lake and a boat tour to the terminus of the iceberg-calving Portage Glacier. The second day will be a trip to Matanuska Glacier. It will include light hiking on good trails. There will be hiking along the terminus of the glacier and onto the ice itself to view ice structures and modern glacial processes. For walking on glaciers, warm clothes, daypacks, and hiking boots are required. The third day will be a full-day boat trip out of Whittier to view fjords and tidewater glaciers in Prince William Sound (College Fjords). This trip includes a combined two hours each way by van and train. Some modification to this schedule may be made at the time of the course.
              Those interested in an optional fourth day can take a commercial trip from Anchorage to Resurrection Bay and Kenai Fjords National Park with other members of the course. Details of this trip will be discussed with participants prior to the course.

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

    Dr. Crossen is chair of the Department of Geology at the University of Alaska Anchorage. She has offered a number of short courses on glaciers. Her current research involves surveys of Alaskan glaciers.

    Course: 47

    Communicating Chemistry: Reaching Students and the Public-at-Large
    BASSAM Z. SHAKHASHIRI and ROD SCHREINER University of Wisconsin, Madison
    June 2-4, 2002 in Madison, Wisconsin
    Apply: CBU

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

             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: 48

    Chemistry For Non Science Majors: The American Chemical Society's Curriculum: Chemistry In Context
    WILMER STRATTON, Earlham College and CONRAD STANITSKI, University of Central Arkansas and CATHY MIDDLECAMP, University of Wisconsin-Madison
    June 30 - July 2, 2002 in Pittsburgh, PA
    Apply: PITT

             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, Stanitski, and Middlecamp are three of the co-authors of the third edition 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: 49

    Peer Led Team Learning: The Workshop Model
    PRATIBHA VARMA-NELSON, St. Xavier University and MARK CRACOLICE, The University of Montana
    May 20-22, 2002 in Pasadena, CA
    Apply: CAL

    DAVID K. GOSSER, JR., The City College, CUNY, JERRY L. SARQUIS, Miami University and LINDA DIXON, Miami University
    June 13-15, 2002 in Philadelphia, PA
    Apply: TUCC

    Note:    Please check http://davinci.csun.edu/~scnet/chaut.htmlfor 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: 50

    Promoting Active Learning in Real-World Contexts in General Chemistry
    BROCK SPENCER, Beloit College and HEATHER MERNITZ, Tufts University
    June 27-29, 2002 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: 51

    Undergraduate Cooperative Access to Information Resources (Ucair)
    ROBERT G. LANDOLT, Texas Wesleyan University and DAVID FLAXBART, The University of Texas at Austin
    June 13-­15, 2002 in Austin, TX
    Apply: TXA

    Note:    Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. A portion of the application fee is used to offset processing, mailing, phone charges, duplication of course materials, and refreshments.

             At primarily undergraduate institutions (PUIs), Chemistry programs Generally and ongoing research efforts in particular are significantly impacted by twin factors: budget-driven reductions in library holdings, and inadequate access to alternative approaches for information management. Subscription costs continue to rise at rates far beyond that of general inflation, niche journals continue to proliferate, and the advent of electronic versions of scholarly journals is increasing both the complexity and costs of information access. PUI libraries are generally staffed by librarians less specialized than those at research universities; they often lack science librarians, much less chemistry librarians. Thus, chemistry faculty are more responsible for conveying information-gathering expertise directly to students than are their colleagues at research institutions.
             An urgent need exists for faculty to gain confidence in the quality of information management currently achievable by electronic means. American Chemical Society (ACS) Certification Guidelines specify that "Chemical Abstracts (hard copy or online) must be a part of the collection." Continuous access to individual journals via online subscriptions is acceptable in place of hard copy if the full text and graphic material from all papers are routinely accessible to students.
            Efficient "mining" of relevant information, (as opposed to "surfing") requires dedication to the development of "refining" as well as "navigating" skills. The goal of the UCAIR Workshop is to integrate information retrieval with "value-added" intellectual processing at appropriate stages within the undergraduate chemistry curriculum. Strategies have been designed to permit UCAIR to serve a catalytic function, to move information access and processing ahead in the undergraduate curriculum, with educational goals reached sooner, with less effort, and with enhanced benefit to students.

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

    Dr. Landolt is UCAIR Project Director and Professor of Chemistry at Texas Wesleyan University. He has used computer-assisted information management for over 20 years in academic settings and in consulting for Battelle Laboratories and the Naval Research Laboratory. In 1996-97 he devoted a sabbatical leave to UCAIR-based activities at 26 Texas PUI campuses, and in 1999-2001 he coordinated involvement of 24 PUIs nationwide in use of ACS research journals within chemistry curricula. UCAIR is supported by grants from the Dreyfus Foundation, the Welch Foundation, and the Research Corporation and has been conducted in collaboration with STN International and the Publications Division of the ACS. Internet web background: http://www.txwes.edu/ucair. David Flaxbart has been head of the Mallet Chemistry Library at the University of Texas at Austin since 1992, prior to which he was a librarian in the Chemistry and Engineering libraries at the University of Michigan. In addition to ongoing collection development, reference, and instructional responsibilities, he has been active in areas related to the economics of scientific information in both print and electronic formats.

    Course: 52

    Synthetic Organic Chemistry - Modern Methods and Strategy
    PAUL HELQUIST, Notre Dame University
    June 12-14, 2001 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, with synthetic organic chemistry but also, and perhaps more importantly, with the basic approaches for planning syntheses of complex organic compounds.
             After an introductory discussion of the basic concepts of synthesis design and other fundamental considerations including stereoselective synthesis, the course moves on to an in-depth coverage of synthetic methods and their applications. Special emphasis is placed on carbon-carbon bond forming reactions as opposed to functional group modifications such as oxidations and reductions. As a convenient vehicle for presenting these methods and the strategy of synthesis planning, the bulk of the course is centered primarily around the discussion of key types of reactive intermediates and their characteristic carbon-carbon bond forming reactions. Many of these methods are applicable to the synthesis of cyclic systems and are often illustrated in this context. Throughout the course, classical methods of synthesis are presented followed by their most modern counterparts in order to contrast the old with the new. Actual examples of applications of these methods in the total synthesis of natural products will be presented at several points. Modern methods of asymmetric synthesis and organometallic chemistry are interspersed throughout this material. The course closes with a coverage of recent examples of advanced applications of synthesis design. At frequent intervals throughout the course, study problems will be presented for in-class discussion, and additional problems will be given for working out- of-class to reinforce the course materials. Use of molecular models is highly recommended in working the various problems and in giving a better perception of complicated stereochemical principles at various points in the course.

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

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

    Course: 53

    Bridging the Gap Between Undergraduate Science and Health Professions: Application of General and Organic Chemistry to Medicinal and Pharmaceutical Chemistry
    ELMER J. GENTRY and EDWARD FISHER, Midwestern University
    July 25-27, 2002 in Memphis, TN
    Apply: CBU

             Medicinal chemistry is an interdisciplinary field that approaches important biological and health-related problems through application of fundamental principles of organic chemistry, biochemistry, and molecular pharmacology. Pharmaceutical chemistry can be considered the aspects of medicinal chemistry that involve the preparation, development, analysis, and the manufacture of compounds used as drugs. Many students enrolled in undergraduate science courses have as their ultimate goal a career in the health sciences, but fail to see the applicability of fundamental concepts taught in those courses. A means to address this issue is to expose the students to applications of the general concepts presented in science courses.
             The purpose of this course is to provide undergraduate science teachers with a fundamental understanding of the principles and applications of medicinal chemistry and other closely related disciplines. This interactive course will address basic principles such as drug absorption, distribution, metabolism, excretion and drug design. Additional topics to be covered include drug receptor interactions, drug stability, bioavailability, toxicology, drug selectivity, and signal transduction. Participants will be provided with numerous examples of the application of undergraduate chemistry and biology courses to the healthcare sciences. Participants will also be given the opportunity to make small group presentations that bridge the gap between the basic principles of core science courses and current topics contained in healthcare science curricula.

    For college teachers of: undergraduate students in general and organic chemistry and allied health sciences. Prerequisites: none.

    Dr. Gentry Ph.D. is currently an Assistant Professor of Medicinal Chemistry at Midwestern University, College of Pharmacy-Glendale. He teaches courses in medicinal chemistry, pharmacology, and biochemistry. Dr. Fisher Ph.D., R.PH. is professor of Pharmacology and toxicology at Midwestern University, College of Pharmacy-Glendale and coordinator of the Integrated Sequence. The integrated sequence is a six-quarter series of courses encompassing the disciplines of Pharmacology, Medicinal Chemistry, Pathophysiology, and Therapeutics. He is also a registered pharmacist.

    Course: 54

    Promoting Active Learning in Introductory Biology Courses
    JOHN M. DEARN, University of Canberra, Australia
    July 12-14, 2002 in Austin, TX
    Apply: TXA

             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 specialist research interests are in ecological genetics and evolutionary ecology and he has published many research papers in this area 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 John 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: 55

    Helping the Learner to Learn in the Life Science Classroom
    HAROLD MODELL and MARY PAT WENDEROTH, University of Washington
    July 15-18, 2002 in Seattle, WA
    Apply: UWA

    Note:  This course will be held at a retreat location in Seattle, and participants will be required to stay at the course location. For course costs, detail and schedule, please see http://depts.washington.edu/chautaq.

             This four-day workshop focuses on developing a learner-centered environment in the life science classroom. 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 the 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 to the learner-centered environment 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 safe learning 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.
            This course will be held in a retreat location near Seattle, WA.

    For college teachers of: all life sciences interested 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: 56

    Integrating Inquiry and Technology into a Biology Laboratory for the Non-major Student
    PHYLLIS S. LAINE and CYNTHIA H. GEER, Xavier University
    June 19-21, 2002 in Cincinnati, OH
    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. Dr. Geer is an assistant professor in science educator at Xavier University. She has been in involved in science education and technology training for the past twenty-one years. She is one of two faculty members who are a part of Xavier University’s Center for Excellence in Education (X-CEED). The center focuses on improving science, mathematics, and technology education through professional development.

    Course: 57

    Physiology for Physiology and Biology Teachers
    HAROLD MODELL and MARY PAT WENDEROTH, University of Washington
    July 22-24, 2002 in Seattle, WA Apply: UWA

    Note:  This course will be held at a retreat location in Seattle, and participants will be required to stay at the course location. For course costs, detail and schedule, please see http://depts.washington.edu/chautaq.

             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.
             Participants will practice applying the general models to various interacting physiological systems through a series of problem-solving activities,. We will also 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.

    Dr. Modell is an integrative physiologist with over 25 years' experience in research and teaching. He has developed educational materials for learning respiratory physiology, renal physiology, and the general models that will be explored in the course. He has been active in physiology education on a national level, and, in this context, he has conducted numerous faculty development workshops at institutional and national levels. Dr. Wenderoth is a physiologist with extensive teaching experience at the undergraduate level. She has been one of the organizers of the Community College/University of Washington Partnership Program in Biological Sciences Summer Workshop on Anatomy and Physiology, and she has served as a workshop leader in that and similar faculty development programs.

    Course: 58

    How and Why We Age
    LEONARD HAYFLICK, University of California, San Francisco
    April 11-13, 2002 in Philadelphia, PA
    Apply: TUCC

             After performing the miracles that take us from conception to birth, and then to sexual maturation and adulthood, natural selection was unable to favor the development of, what would seem to be, a more elementary mechanism that would simply maintain those earlier miracles forever. We call this failure aging and the causes are becoming clear.
             Although this course is intended for those whose background in biology is minimal, it also will appeal to those who are specialists in biology. Aging is a vast subject and covers virtually all aspects of biology and many other non-biological disciplines. The subjects to be covered will include: What is aging ?, popular myths about aging, why aging is not a disease, life span versus life expectation, mortality and immortality, the demography of human aging, the cell biology of aging, why do we age, surprises from current longitudinal studies on human aging, centenarians and supercentenarians, theories of aging, attempts to control aging, the effects on aging of life style, exercise, nutrition, weight, light, transfusions and suspended animation, the clocks that time us, life extension and anti- aging therapies and longevity in the twenty-first century.

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

    Dr. Hayflick is a Professor of Anatomy at the University of California, San Francisco. He is a past President of the Gerontological Society of America and was a founding member of the Council of the National Institute on Aging, NIH. He is best known for his research in cell biology where he discovered that, contrary to what was believed since the turn of the century, cultured normal human and animal cells have a limited capacity for replication. This discovery overturned a dogma that existed since early in this century and focused attention on the cell as the primary location of age changes. Dr. Hayflick is the recipient of more than twenty-five major awards . In 1997, he was elected Academician and Foreign Member of the Ukrainian Academy of Medical Sciences and in1998 he was elected corresponding member of the Société de Biologie of the College of France. He is one of the most cited contemporary scientists in the world and is the author of over 200 scientific papers, books, book chapters and edited books. Dr. Hayflick is the author of the popular book, How And Why We Age published in 1996 by Ballantine Books. This book has been translated into ten languages; participants will receive a copy.

    Course: 59

    Synapses, Learning and the Neocortex
    PAUL ADAMS AND LONNIE WOLLMUTH , State University of New York at Stony Brook
    June 13-15, 2002 in Stony Brook, Long Island, NY
    Apply: SUSB

    Note:   Low cost campus housing is available on the Stony Brook campus.

             Description: Our understanding of synapses, the communication links between nerve cells, has advanced rapidly in the last few decades. Information is processed by the brain according to programs embodied in malleable patterns of synaptic connection. The flexible behavior of mammals reflects the continuous updating of these programs by synaptic learning, and it is likely that the quintessentially mammalian neocortex is specialized to promote such learning. The course will consider several interrelated topics which are at the forefront of current neuroscience research. First, what are the cellular and molecular mechanisms underlying synaptic learning? Second, what are the special design features of the neocortex - its circuitry, cells and physiology? Third, to what extent can these design features be understood as consequences of the fundamental limits of neural information processing and learning? Fourth, can some of the more mysterious features of cortical operation, such as attention, sleep, dreams and consciousness itself, be viewed as consequences of these design features? Some background in basic neurobiology would be useful.

    For college teachers of: natural and social sciences. 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 is a Fellow of the Royal Society. Dr. Wollmuth is assistant professor of Neurobiology and Behavior at Stony Brook where he works on the molecular basis of glutamatergic synaptic transmission.

    Course: 60

    Psychoactive Drugs and the Molecular Biology of the Neuron
    DAVID DRESSLER, Oxford University
    August 1-3, 2002 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: 61

    Starting Biotechnology Courses: a Manual For Teachers
    LINNEA FLETCHER and ALICE SESSIONS, Austin Community College
    June 6-8, 2002 in Austin, TX
    Apply: TXA

             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. Linnea 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 (DUE #9850325) for education in biotechnology. Dr. Alice Sessions is Associate Professor of Biology and Biotechnology at Austin Community College. She is also a principal investigator, along with Linnea Fletcher, of BioTechEd, a National Science Foundation project grant to put supported biotechnology courses into high schools which is being used as a national model.

    Course: 62

    Biotechnology for Interdisciplinary Science and Biological Defense
    JACK G. CHIRIKJIAN, Georgetown University, EDWARD KISAILUS, Canisius College and KAREN M. GRAF, EDVOTEK, Inc.
    June 3-5, 2002 Washington, DC
    Apply: PITT

    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 and applications to biological defense. 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 will include DNA and protein electrophoresis, western analysis used for the identification of viral and bacterial proteins, DNA extraction and PCR based DNA simulations of infectious agents. Immunology experiments will include simulations of ELISA and immunoblot analysis of infectious agents as used for the detection of biological agents. 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 and Bioinformatics for the Undergraduate Biology Classrooms (Course #63).

    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 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 protein. He is author of several papers in these areas and is a Merk Innovation in Undergraduate Science Education Awardee. Ms. Graf is the Director of Education at EDVOTEK, Inc., which manufactures equipment and experiment modules for undergraduate Biotechnology education.

    Course: 62A

    Biological Weapons and Other Dangers: Risks, Responses and Responsibilities of Bioscientists
    LYNN C. KLOTZ, MARIE CHEVRIER, MARK WHEELIS, AND MILTON E. (VAN) BLACKWOOD JR., Federation of American Scientists
    June 10-12, 2002 in Cambridge, MA
    Apply:HAR

             Development of biological weapons agents present a potentially enormous public health problem. Already, the Russians have created a new and more dangerous strain of anthrax, and it has been reported that they had worked with smallpox as well. With the increasing ease of use of genomics-related technologies, the potential to misuse biotechnology for hostile purposes will become increasingly available to relatively poor countries.
             Unfortunately, few bio-scientists anywhere are emerging from their formal academic training with an understanding of the dilemmas their future work may pose. Subsequent emersion of scientists in their professional specialties often leads to a bias against considering any possible negative aspects of research, for fear that it might be restricted in some way. There is little or no awareness of international concerns and prohibitions on the misuse of biology.
             This course is intended to provide graduate and undergraduate college teachers with the information and insight to raise the ethical consciousness of their bioscience students, to increase their awareness of the potential for hostile or dangerous exploitation of biotechnology, and to persuade them of their responsibility to take action whenever possible to prevent it.
             The materials will cover both lay-level scientific and political factors, with an emphasis on ethics and responsibility. Original source material such as treaty texts, eye-witness accounts and news articles, along with case studies will be used to foster discussion of issues and of policy options and guidelines to avoid the misuse of biological knowledge.

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

    Dr. Rosenberg is Research Professor, Environmental Science State University of New York at Purchase and Director, Federation of American Scientists' Chemical and Biological Weapons Program. Dr. Klotz is a member of the FAS Working Group on Biological Weapons and a consultant in biotechnology business and technical strategy. He was formerly an Associate Professor of Biochemistry and Molecular Biology at Harvard University. Dr. Blackwood is Project Coordinator for the FAS Collaborative Project to Develop Internet Educational Materials on the Biological Sciences: Risks, Responses and Responsibilities. He was formerly a Fellow of the American Association for the Advancement of Science, working at the Department of Defense. The Federation of American Scientists is a privately-funded non-profit policy organization whose Board of Sponsors includes 51 of America's Nobel laureates in the sciences. FAS was founded as the Federation of Atomic Scientists in 1945 by members of the Manhattan Project, who produced the first atomic bomb, to address the implications and dangers of the nuclear age. FAS is the oldest organization dedicated to ending the worldwide arms race.

    Course: 63

    Biotechnology and Bioinformatics for the Undergraduate Biology Classrooms
    JACK G. CHIRIKJIAN, Georgetown University and KAREN M. GRAF, EDVOTEK, Inc.
    June 7-9, 2002 Washington, DC
    Apply: PITT

    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 aspects of biotechnology and bioinformatics utilized in research laboratories. College faculty will participate in concepts and "hands-on" laboratory experiments which will enable them to incorporate inquiry based biotechnology and bioinformatics into biochemistry and molecular biology courses. Biotechnology experiments will include plasmid restriction analysis and mapping, DNA sequencing, Southern blot analysis and bacterial transformation and cloning. Polymerase chain reaction (PCR) experiments will focus on classroom DNA fingerprinting and the application of molecular biology to human diagnostics. Bioinformatics experiments will introduce the various search engines available for protein and structural analysis. 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 #62) or it's equivalent is recommended.

    For college teachers of: biochemistry, molecular biology, biology, chemistry and allied health sciences. Prerequisites: Course 62 or equivalent is recommended but not required.

    See previous course description for biographical sketches.

    Course: 64

    Evolutionary Bioinformatics Education: A BioQUEST Curriculum Consortium Approach
    JOHN R. JUNGCK and SAM DONOVAN, BioQUEST Curriculum Consortium, Beloit College, Wisconsin
    May 8-10, 2002 in Atlanta, GA
    Apply: CBU

             Audience: Biologists who are interested in implementing bioinformatics across their biology curriculum by incorporating bioinformatics into a variety of courses, using a problem-solving approach, and who enjoy collaborative learning such as has been developed and diffused by the BioQUEST Curriculum Consortium.
             Mathematicians and computer scientists who are already involved in teaching bioinformatics or computational molecular biology are welcome to come and interact with biologists so that they can develop a better idea of what questions biologists outside of genomics have with respect to teaching and learning elements of bioinformatics appropriate to their sub-discipline of biology. Bioinformatics is viewed here as an interdisciplinary field that greatly benefits from collaborators coming from disparate backgrounds.
             Overview: The short course will focus on several different ways that the analysis of molecular data is being applied to solve current biological problems in areas such as medicine, agriculture, conservation, and evolution. It will address the relationships between evolutionary theory and the analysis of molecular sequence and structure data. A wide range of sub-disciplines that use bioinformatic analysis will be drawn upon. The focus will be on learning about the causal bases for bioinformatic analyses along with a philosophy of education: problem-posing, problem-solving, and peer review/publication (BioQUEST's three P's). The short course serves several purposes:
    1. As a learning resource for faculty across the biological sciences who are interested in developing their understanding of the biological (as compared to the computational or mathematical) aspects of bioinformatic analyses. 2. As a forum for undergraduate teachers of bioinformatics to collaborate in the development of biology or bioinformatics courses and/or curricula. 3. As an opportunity for developing undergraduate research programs in bioinformatics. Content:
             The laboratory sessions deal with medical, cell biology, and conservation examples.
             The lectures relate to: Evolutionary Bioinformatics: Orthology, Paralogy, Xenology, Phylogenetic Probes and Phylogenetic Profiling; BioQUEST's Curricular Philosophy: Problem Posing, Problem Solving and Peer Review/Publication: and, Theoretical, mathematical and computational aspects that complicate bioinformatics: homoplasies, computational complexity, numerous tree topologies, scoring multiple sequence alignments, long branch attraction problems, rate variations.
             The discussions focus on how to analyze data, how to implement bioinformatics investigations across the curriculum, and how to develop sustained collaboration.

    For college teachers of: biology, health science, agriculture, and bioinformatics. Prerequisites: an interest in teaching biology using bioinformatics.

    Dr. Jungck and Dr. Donovan have offered numerous workshops in bioinformatics for faculty across the U.S. and abroad and provide a website where in they share a variety of curricular materials developed in collaboration with professors across the nation. They are Editor and Co-Editor of The BioQUEST Library. Professor Jungck has worked in mathematical molecular evolution for thirty-five years and is the Mead Chair of the Sciences at Beloit College, a Fellow of the American Association for the Advancement of Science, and Chair of the Education Section of the Society for Mathematical Biology. Professor Donovan is an Assistant Professor of Biology at Beloit College, Director of BioQUEST's bioinformatics education dissemination initiative, and Chair of the Education Section of the Society for the Study of Evolution.

    Course: 65

    New Directions in Bioinformatics and Biotechnology Workshop
    CHRIS BYSTROFF, DONNA E. CRONE, TIMOTHY MARTYN, JOHN C. SALERNO, SUSAN M.E. SMITH, MARK P. WENTLAND, MOHAMMED J. ZAKI, and MICHAEL ZUKER, Rensselaer Polytechnic Institute
    July 24-26, 2002 in Troy, NY
    Apply: RPI

             Bioinformatics is an emerging field that lies at the intersection of biology, information technology, computer science, and genetic engineering, and is used extensively in leading research laboratories, hospitals, and pharmaceutical and agritechnical corporations. Bioinformatics is the science of organizing and analyzing complex biological data, typified by protein and DNA sequences. Evolving biological databases will be the repository of this information, eventually aiding in the simulation of the complexity of living systems. This hands-on workshop will investigate key topics in bioinformatics and drug discovery. Leading researchers and educators at Rensselaer will help you explore the molecular basis of biotechnology and the generation of sequence data; the design and use of biological databases and data warehouses; sequence search and analysis algorithms (including BLAST and Clustal); molecular modeling (including homology modeling, molecular dynamics, and ligand docking); bioinformatics applications in drug discovery; and data mining techniques in bioinformatics. Practical exercises in important laboratory and computer techniques are incorporated into each topic. Outside speakers from leading institutions will also be invited to cover special topics.

    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: 66

    Teaching Histories of Medicine and Healing in China
    LINDA BARNES, Boston University, TJ HINRICHES, Connecticut College, BRIDIE ANDREWS, Harvard University
    May 17-19, 2002 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: 67

    Immunology: Basic Principles and Practical Applications of the Dynamic Nature of the Immune Response
    PADMINI SALGAME and ALEXANDER Y. TSYGANKOV, Temple University School of Medicine
    May 16-18, 2002 in Philadelphia, PA
    Apply: TUCC

             The Science of Immunology grew from the pioneering vaccination studies of Jenner, Koch and Pasteur in the 19th century. Through the centuries the field of Immunology continues to remain an exciting area of science and has contributed immensely to our understanding of human health and disease. This course will offer participants a full appreciation of the major advances in this fast evolving area of science, with a special emphasis on how the latest principles of the Science of Immunology are being applied to areas such as drug discovery, transplantation and vaccine development. We will take an integrated approach to present the course material. The format will include lectures succinctly summarizing the basic concepts and fundamental mechanisms of immunity. Conferences and case studies that relate the findings of basic scientific research to clinical problems will be presented. The potential to integrate the immunological material into the college science curriculum will also be discussed. Handouts will also be provided that comprehensively reflect the subjects discussed in the course.
             Participants in this course will learn basic principles and recent advances in the areas of cellular and molecular mechanisms of innate and adaptive immune responses, T and B cell development, cytokines and chemokines, immune response in infection, allergy, autoimmunity and transplantation. Throughout the course we will emphasize how discoveries in the field of immunology have greatly impacted the areas of clinical diagnosis, drug discovery, biotechnology, and the pharmaceutical and biomedical industries. At the end of this short course we hope to have taken the participant from the beginnings of the discipline of Immunology into Immunology in the new millennium. Overall we hope to provide a stimulating and enriching insight into the rapidly progressing field of immunology that the college teachers can transmit to their students.

    For college teachers of: all biological sciences. Prerequisites: undergraduate level biology.

    Dr. Salgame is an Associate Professor at Temple University School of Medicine, Philadelphia. Her major research interests are in the areas of T cell apoptosis and immune deviation, and immunology of mycobacterial infections. Dr. Tsygankov is an Associate Professor at Temple University School of Medicine, Philadelphia. His major research interests are in the area of molecular mechanisms of intracellular signaling in immune cells.

    Course: 68

    Tools for Teaching About the Environment and Conservation Biology
    DAN PERLMAN, Brandeis University
    May 29-31, 2002 in Cambridge, MA
    Apply:HAR

             This course explores ways in which teachers of environmental science, environmental biology, and conservation biology can incorporate fieldwork, case studies, writing, and multimedia teaching tools into their courses. We discuss techniques that I developed while teaching about conservation biology and biodiversity over the past decade. These include specific field exercises, methods for developing case studies and helping students write effectively, Web-based exercises, and an exploration of a multimedia teaching and learning tool for conservation biology and environmental science that I developed with E. O. Wilson. These techniques enable students to grasp the fundamental issues in these fields in ways that lectures alone cannot-and I model and share my teaching methods in this course.

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

    Dr. Perlman teaches conservation biology, ecology, and field biology at Brandeis University in Waltham, Massachusetts, and taught conservation biology for nine years at Harvard University. He co-developed Conserving Earth's Biodiversity, a CD-ROM on conservation biology, with E. O. Wilson, and has co-authored a college text, Biodiversity: Exploring Values and Priorities in Conservation. He also teaches classes in nature photography, and was a computer programmer before getting a Ph.D. in behavioral ecology.

    Course: 69

    Forensic Osteology
    MICHAEL GIBBONS, University of Massachusetts, Boston
    May 29-31, 2002 in Cambridge, MA
    Apply:HAR

             In this course, forensic osteology is treated as an applied science and how it is used is used in criminology, archaeology, biological anthropology, and other disciplines. The course studies the human skeleton, what it can reveal about the body that it once supported, and what it can tell us about the lifestyle of an individual. It will examine how one can determine age, sex, ancestry, and stature from bony remains. It will explore how to deduce diseases, trauma, and, to some degree, personal habits. In addition, the value of fossil evidence, comparative anatomy, and developmental osteology will be demonstrated with an eye toward reconstructing life and its habits.

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

    Dr. Gibbonsis Ford Professor in the Department of Anthropology and Associate Dean in the College of Arts and Sciences. His current research is in the forensic analysis of human remains. This work treats forensic osteology as an applied science and uses it in criminology, archaeology, and biological anthropology. Because this science helps determine age, sex, and ancestry based on bony remains, he has been working with a number of museums analyzing many of the skeletons in their collections. In his early research, the primary topic was the evolution of speech. This work required training in anatomy, particularly that of the head and neck and it was these anatomical studies that led to his teaching of gross anatomy in medical school, and thence to the general human anatomy, which became the basis for his forensic studies. He is the author of Homogenesis: Text, Workbook and Reader (1993), and he has been on the editorial board of Annual Reviews (Physical Anthropology) for more than a decade. His most recent curricular thinking has been toward the development of a course about the medical and legal investigation of death.

    Course: 70

    Using Science to Solve Crime
    T. PAULETTE SUTTON, CYNTHIA GARDNER, JENNIFER C. LOVE, University of Tennessee in Memphis and Regional Forensic Center
    May 13-15, 2002 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 medical examiner and the forensic scientist, these events call for the application of a wide array of scientific principles to aid in the investigation of the crime and the apprehension of the perpetrator. The forensic professional 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. DNA analysis will not be included in this course.
             Visually identifying a body fluid is neither reliable nor sufficient in a courtroom. By use of conventional forensic serology, the students will participate in the preliminary analysis of body fluids. Even before the blood has been tested, it is telling us other things. What kind of assault occurred? Where did the assault occur? Which stains at a crime scene are more likely to belong to the perpetrator? Is the suspect's version of what happened true? Bloodstain pattern analysis can answer these questions.
            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 anatomy and basic undergraduate sciences.

    T. Paulette Sutton, M.S., M.T. (A.S.C.P.), CLS is Assistant Director of Forensic Services at the Regional Forensic Center in Memphis, Tennessee; Associate Professor of Clinical Laboratory Sciences and Instructor of Pathology for the University of Tennessee, Memphis. She is a Distinguished Faculty member of the National College of District Attorneys, University of Houston Law Center and has served as a lecturer for many organization including the FBI, various state Criminal Investigators, Prosecution and Defense Attorneys associations, and the US Marine Corps. Cynthia Gardner, M.D. is an Assistant Medical Examiner for Shelby county (Memphis) Tennessee and an Instructor of Pathology at the University of Tennessee, Memphis Regional Forensic Center. She received her medical degree from the University of Tennessee, Memphis. Dr. Gardner has completed post-doctoral residency training in pathology from the University of New Mexico, Albuquerque Department of Pathology and the University of Tennessee, Memphis Department of Pathology. She completed a Fellowship in Forensic Pathology at UT, Memphis and has served as a lecturer for many different types of organizations including local law enforcement agencies, prosecutors and public defenders, and students in the schools of medicine and allied health sciences. Jennifer C. Love, Ph.D. is a Consulting Forensic Anthropologist to the Regional Forensic Center, for Shelby County, Tennessee. She received her M.A. and Ph.D. in Physical Anthropology from The University of Tennessee, Knoxville. Dr. Love has been involved in forensic anthropology casework since 1996. Her interests and research include: skeletal biology, forensic taphonomy, time since death, bone trauma, and bone histology.

    Course: 71

    Advanced Forensic Science
    T. PAULETTE SUTTON, CYNTHIA GARDNER, STEVEN A. SYMES, University of Tennessee, Memphis and Regional Forensic Center
    May 16-18, 2002 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 via lecture 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 on Bloodstain Pattern Interpretation will concentrate on case histories and laboratory exercises which can be adapted for the science classroom. Both topics will utilize hands-on exercises, case studies, and laboratory exercises to demonstrate the principles. (Bloodstain Pattern Interpretation will not require the use of blood--photoboards will be substituted.)
             Depending upon instructor availability, other topics may be included such as illicit drug identification, forensic toxicology, and presentations from criminal attorneys. DNA analysis will not be included in this course.

    For college teachers of: sciences. Prerequisites: Knowledge of anatomy and basic undergraduate science and completion of the Chautauqua course Using Science to Solve Crimes.

    T. Paulette Sutton , M.S., M.T. (A.S.C.P.), CLS is Assistant Director of Forensic Services at the Regional Forensic Center in Memphis, Tennessee and Associate Professor of Clinical Laboratory Sciences and Instructor of Pathology for the University of Tennessee, Memphis. She is a Distinguished Faculty member of the National College of District Attorneys, University of Houston Law Center and has served as a lecturer for many organization including the FBI, various state Criminal Investigators, Prosecution and Defense Attorneys associations, and the US Marine Corps. Cynthia Gardner, M.D. is an Assistant Medical Examiner for Shelby county (Memphis) Tennessee and an Instructor of Pathology at the University of Tennessee, Memphis Regional Forensic Center. She received her medical degree from the University of Tennessee, Memphis. Dr Gardner has completed post-doctoral residency training in pathology from the University of New Mexico, Albuquerque Department of Pathology and the University of Tennessee, Memphis Department of Pathology. She completed a Fellowship in Forensic Pathology at UT, Memphis and has served as a lecturer for many different types of organizations including local law enforcement agencies, prosecutors and public defenders, and students in the schools of medicine and allied health sciences. Steven A. Symes, Ph.D. is an Assistant Professor of the Department of Pathology at the University of Tennessee, Memphis and the Director of Forensic Services at the Regional Forensic Center for Shelby County, Tennessee. He received his M.A. and Ph.D. in Physical Anthropology at the University of Tennessee, Knoxville. In 1997, Dr. Symes received the 57th certification in North America admitting him as a Diplomat 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, or 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.

    Course: 72

    Molecular Epidemiology - Molecular Methods for Subtyping Bacterial Microorganisms
    SUZANNE S. BARTH, Texas Department of Health and University of Texas at Austin
    May 5-7, 2002 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. Applications sent and reduced hotel rates may be arranged before a designated cut off date through CBU.

             Epidemiology of infectious disease is crucial in outbreak situations. Conventional "typing" methods (e.g. antibiogram profiles or bacteriophage susceptibility patterns) are less helpful today because of increased resistance to these substances. Typing methods involving DNA (primarily genomic) are the 21st Century techniques for discerning relatedness of bacterial strains. This course, consisting primarily of lectures with slides and videotapes, will focus on Molecular Epidemiology. Emerging (and re-emerging) bacterial pathogens of nosocomial (hospital acquired) and community-acquired (primarily food borne) infectious diseases will be reviewed. Methods for molecular subtyping including restriction endonuclease analysis of plasmids (REAP), pulsed-field gel electrophoresis (PFGE), ribotyping, restriction fragment length polymorphism (RFLP), repetitive element polymerase chain reaction (REP-PCR), and sequencing will be discussed. Application of these methods for both retrospective and "prospective" outbreak investigations at the Texas Department of Health will also be covered. Molecular epidemiology of bioterrorism etiological agents (e.g. Clostridium botulinum and Bacillus anthracis) will be discussed in light of the recent incidents involving these organisms. The participants will visit the Centers for Disease Control (CDC) on Tuesday unless for security reasons the Anthrax Problem disallows visitations to CDC to see molecular typing methodologies of the Foodborne/Diarrheal Diseases and Hospital Infections Branchesas 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: 73

    Evolution Education: A Delicate Balance Between Science, Controversy and Pedagogy
    GREGORY A. FORBES, Michigan Scientific Evolution Education Initiative, Institute for Evolution Education.
    March 13-15, 2002 in Orlando, FL
    Apply: DAY

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

             Despite a long history of debate, legal battles and court decisions supporting the teaching of scientific evolution, there remains strong social pressure to replace instruction in evolution with nonscientific ideologies. As a result, many teachers and professors are hesitant or afraid to teach scientific evolution and this results in many students never being exposed to the topic of evolution. As these students will be the teachers of tomorrow, the problem is passed on from one generation to another. Without a significant change in the way schools and teachers deal with the issue of scientific evolution, there may be little chance that this situation will be resolved.
             This course will introduce educators to the socio-political basis for the continuation of this debate as well as to provide an overview of contemporary evolutionary theory and pedagogical approaches to teaching this very important body of science. Workshop sessions include: 1) Evolution; What's All the Fuss 3½ Billion Years After the Fact? - An examination of the socio- political basis of the debate 2) Why Teach Evolution? - An assessment of the value of evolution in a comprehensive science education 3) Evolution Primer - An overview of the unifying themes and concepts of evolutionary theory 4) Evidence of Evolution – A review of the empirical evidence of past and contemporary evolution 5) Scientific Responses to Anti-Evolutionist's Claims – A review of scientific responses to those statements and questions regarding the validity and "fairness" of evolutionary theory and education 6) Important Legal Decisions Regarding Evolution Education – An examination of the most important legal decisions regarding evolution education from the U.S. and State courts 7) Educator's Resources and Pedagogy for Teaching Evolution – A hands-on examination of resources, materials and strategies for teaching evolution.
             Upon completion of this course, participants will have a strong understanding of the background of this continuing debate as well as a strong working knowledge of the foundations of contemporary evolutionary theory along with the ability to respond to questions from students, the administration and the community regarding evolution theory and the necessity of its inclusion in a comprehensive science education. Pedagogical techniques introduced will allow workshop participants to weave evolutionary theory as a thread throughout their science courses. The relative emphasis of each of these topics within the course may be adjusted to best suit the interests of the participants.

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

    Dr. Forbes is the Director of Education and co-founder of the Michigan Scientific Evolution Education Initiative, a federally-funded initiative to provide science educators with the content, pedagogy and support system to effectively teach scientific evolution. He is also Director of the Science Education Center at Grand Rapids College and has been a keynote and featured speaker on evolution and evolution pedagogy at many dozens of scientific, educational, in-service and religious conferences and meetings. Dr. Forbes is an editor of Skeptic Magazine and an evolutionary zoo ecologist with interests in the evolution of feeding ecology of vertebrates with an emphasis upon the feeding ecology of sea turtles in tropical reef systems. Dr. Forbes teaches courses in zoology, ornithology and evolution.

    Course: 74

    Biology in the Extreme: Life in Deep-Sea Chemosynthetic Ecosystems
    CINDY LEE VAN DOVER, The College of William and Mary
    May 30 - June 1, 2002 in Philadelphia, PA
    Apply: TUCC

             In 1977, scientists diving in the tiny research submersible Alvin startled the world with discovery of lush, exotic communities of invertebrates living a mile below the surface of the sea on a submarine mountain range off the west coast of Costa Rica. Giant tubeworms and clams thriving in an alien chemical world were quickly found to harbor bacterial endosymbionts that convert inorganic compounds into new organic material through chemosynthesis. In the succeeding decades, vent communities in many places have been discovered and the unusual adaptations of many species for life in an extreme environment have been described.
             Participants will be introduced to this submarine wilderness and to the geological and geochemical settings in which the invertebrates and microorganisms are found. Emphasis will be placed on interdisciplinary approaches to research at hydrothermal vents. Video, still images, documentaries, internet sites, preserved specimens, and discussion will contribute to a case study of exploration, discovery, and maturation of a new scientific field. This short course will provide participants with up-to-date material that can be integrated into courses in a variety of fields, including microbiology, physiology, ecology, and astrobiology.

    For college teachers of: all disciplines in biology, geology. Prerequisites: none.

    Dr. Van Dover is in the Biology Department at the College of William and Mary where she teaches invertebrate biology and conducts research on deep-sea chemosynthetic communities. She has made more than 100 dives in Alvin, visiting most of the known hydrothermal vents, and was Pilot-in-Command of 48 of those dives. Dr. Van Dover has authored more than 60 peer-reviewed articles and has published in the popular press. She has also written two books: Deep-Ocean Journeys is both a memoir of her experience as an Alvin pilot and a natural history narrative about the deep sea; The Ecology of Deep-Sea Hydrothermal Vents is the first textbook on this subject written fro advanced undergraduates and for graduate students.

    Course: 75

    Ecological Lessons from Mt. St. Helens
    TOM HINCKLEY, University of Washington
    July 14-17, 2002 in Mt. St. Helens, WA
    Apply: UWA

    Note:    This course has a participant fee of $140 (in addition to the registration fee) to cover costs of van transportation, meals and lodging while at sites remote from Seattle. For course detail and schedule, please see http://depts.washington.edu/chautaq.

             This field course provides participants with the background and understanding needed to appreciate the effects that the 1980 volcanic eruption of Mt. St. Helens has had on the forest ecology of that area. Participants will explore the forests of the Pacific Northwest and the ecological lessons they hold, from the Wind River Canopy Crane Research Facility to Mt. St. Helens itself.
             We will ride from the forest floor to 70 m above the ground in a gondola at the Wind River Canopy Crane Research Facility to learn about old-growth forests, carbon sequestration, mistletoe, longevity, succession, El Nino - La Nina, birds, xylem conduits and roots. The Wind River Canopy Crane is 87 m tall Liebherr construction crane with an 85 m gib. Its construction was completed in 1994 and is the second forest canopy access to be built in the world. Pioneering work in global climate change and ecosystem and physiological studies are being conducted at this site (http://depts.washington.edu/wrccrf/).
             We will then drive to Mt. St. Helens where we will see first hand the destruction and recovery from the May 18, 1980 eruption. This outdoor laboratory offers an incredible array of lessons spanning from how different forests respond to tephra deposition to how gophers and mycorrhizal fungi interact. We will see forests where every tree was killed to forests where every tree over 1.5 meters tall was killed. We will learn lessons about physiological and ecological processes which enable individuals and systems to recover -- we will be able to see and document many of these processes. Although there has only been 22 years since the eruption, one can see a newly formed glacier in the crater and evidence of soil formation. The lessons from the current eruption will be placed in the context of what the historical landscape around Mt. St. Helens was like and how historical eruptions from this extremely active volcano might have affected forests and forest ecosystems.
             Ideas on how to incorporate this information into classroom activities and field trips will be included in the program. Limit is 25 participants.

    For college teachers of: ecology and related sciences. Prerequisites:none.

    Tom Hinckley is the Director of the Center for Urban Horticulture and the past Chair of the Division of Ecosystem Sciences. Dr. Hinckley is also a Professor on the faculty of the College of Forest Resources at the University of Washington. He completed a BA degree in Biology in 1966 at Carleton College and his PhD in Seattle at the UW in 1971. His areas of specialization are forest tree physiology, subalpine ecosystems, and short-rotation intensive culture using hybrid cottonwood trees. He an avid 4-season mountaineer with extensive climbing experience in North America and Europe. He is also a member of the University of Washington - Sichuan University joint undergraduate program.

    Course: 76

    Geology and Ecology of the Colorado Western Slope
    DONALD SULLIVAN, University of Denver and P. KELLY WILLIAMS, University of Dayton
    June 9-13, 2002 in Grand Junction, CO
    Apply: DAY

    Note:    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 five-day course will examine several geological features and ecological communities on the Western Slope of the Colorado Rockies. Geological features will be examined in the context of an ecological transition zone from the lowland and canyon riparian communities along the Colorado River to the high elevations of the Grand Mesa. Field sites will include the Grand Valley of the Colorado River, the Grand Mesa lava flows, the Book Cliffs, the Uncompaghre Plateau, the La Sal Mountains and Arches and Canyonlands National Parks. Ecological communities occurring in this diverse geological setting such as sagebrush steppe, saltbush-greasewood, juniper-pinyon forest, gambel oak woodlands, montane and subalpine life zones including subalpine fens 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. He has extensive experience in field sites in Colorado and 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 the instruction of Ecology of the Rockies in the Chautauqua program.

    Course: 77

    Exploring Field Techniques And Current Topics in Estuarine and Ocean Sciences
    JAN NEWTON, University of Washington
    August 19-24, 2002 in Friday Harbor, WA
    Apply: CAL

    Note:   This course has a participation fee of $230 (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 these courses.

         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: 78

    Ecology And Conservation of Marine Birds And Mammals
    W. BRECK TYLER, The University of California, Santa Cruz
    August 19-24, 2002 in Friday Harbor, WA
    Apply: CAL

    Note:   This course has a participation fee of $230 (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 these courses.

         The sheltered waters of San Juan Archipelage 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, c etaceans and pinnipeds in California, the Pacific Northwest, Mexico, Alaska and Hawaii.

    Course: 79

    Wildlife Of Midway Atoll, 2002 Update
    MARK HECKMAN, Waikiki Aquarium/University of Hawaii
    June 22-29, 2002, based on Saturday only flights to Midway Atoll, Central Pacific
    Apply: CAL

    Note:  There is a participation fee of $215 for this course to cover the cost of boat fees. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         Situated at the Darwin Point--the latitude at which coral growth can no longer keep up with island subsidence--Midway Atoll National Wildlife Refuge is a living laboratory and Hawaiian island like no other. Besides a unique military history, remote Midway Atoll is the home to over 500,000 mated pairs of Laysan and black-footed Albatross (the "gooney birds"). In addition you will find many other species Many other species are found there as well, such as the red-footed booby, wedge-tailed shearwaters, brown and black noddy, gray-back terns, the rare Short-Billed Albatross,(only in the spring), red and white-tailed tropic birds, bristle-thighed curlews, and many more. The waters surrounding Midway Atoll have a rich profusion of tropical fishes and invertebrates, sharks, green sea turtles, and mammals including such as the spinner dolphins and the endangered Hawaiian monk seal. Tropical fish usually encountered only at depths of 100 feet or more in the main Hawaiian Islands are seen by casual snorkelers and sport divers at Midway. New range extensions and species accounts are still recorded at Midway each year. Although classroom presentations and lectures will given, on-site observations will form the basis of the course studies. For those who wish, snorkeling and scuba diving can be arranged, as well as possible bird banding and work on an active shark tracking project.

    For college teachers of: any discipline with background or interest in general marine biology, conservation biology or atoll ecology, high school teachers are welcome if space is available. Prerequisites: none.

    Mark Heckman is an Education Specialist at the Waikiki Aquarium/University of Hawai'i-Manoa. His research and teaching interests include multi-age learning in family groups, impacts of education/eco-tour groups on coral reefs, conservation biology of sharks, and exhibit evaluation. He has traveled to Midway for the last four years to teach and study the biology and ecology of the area.

    Course: 80

    Biodiversity and Ecology of Mammals and Birds of the Appalachian Mountains
    JOSEPH F. MERRITT and ROBERT S. MULVIHILL, Powdermill Biological Station
    August 12-16, 2002 at the Powdermill Biological Station
    Apply:PITT

             The Eastern U.S., especially the Appalachian Mountains, is endowed with a fascinating and varied assemblage of mammals and birds. 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, diversity, natural history, behavior and ecology of mammals and birds ranging from shrews and hummingbirds to elk and eagles. Proficiency will be gained in identification and live capturing of mammals, and participants will also see a large variety of birds in hand during visits to the Station's long-term bird-banding operation. Participants will live-trap, mark, and release small mammals, mist net bats, and employ radiotelemetry techniques to understand the secretive habits of mammals. Field trips exploring elevational and habitat gradients will expose participants to the tremendous avian diversity that characterizes the region. In addition, participants will discuss research in the physiological ecology of small mammals underway at Powdermill and visit research collections of the Section of Mammals, Carnegie Museum of Natural History in Pittsburgh. There will also be discussions of Powdermill research on Louisiana waterthrushes, a songbird bioindicator of stream water quality in the alachians, and possible relationships between songbird migration and global warming.

    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. Robert Mulvihill, Field Ornithologist at Powdermill Biological Station since 1983, assists with the year-round operation of one of the largest and longest standing songbird banding programs in North America (>400,000 birds banded since 1961). He has developed an extensive web site devoted to the bird-banding program at Powdermill (http://www.westol.com/~banding). He has studied the breeding biology and altitudinal migration of the southern Appalachian subspecies of Dark-eyed Junco and currently is studying the effects of stream acidification on another characteristic Appalachian bird, the Louisiana Waterthrush. He is the author of 20 species accounts in the Atlas of Breeding Birds in Pennsylvania, published by the University of Pittsburgh Press in 1992.

    Course: 81

    Primate Anatomy and Adaptive Evolution
    BLYTHE WILLIAMS, Duke University
    May 6-8, 2002 in Durham, NC
    Apply: TUCC

             Primates are remarkably diverse in their adaptations and have successfully invaded a variety of ecological niches. In this course, participants will learn about the anatomy of primates, taught from an evolutionary perspective. Focus will be on the anatomical features that are used to reconstruct phylogeny (evolutionary relationships) among primates and to understand primate adaptations (e.g. diet, locomotion, activity patterns, social organization). Participants will be given hands-on experience as they study the bones, teeth, and muscles of living primates and fossil casts of extinct primates. An important part of the class will be observation of living lemurs at the Duke University Primate Center (DUPC). Hundreds of these highly endangered animals are housed at the Primate Center for purposes of conservation, teaching, and noninvasive research. We will observe the positional behavior and locomotion of these animals as part of the study of primate adaptations. Participants will learn about methods for interpreting behavior of animals known only from the fossil record, as well as methods for phylogeny reconstruction.
             The course will be held at the DUPC, 2 miles from campus. Participants should wear appropriate clothes for walking and possible rain.

    For college teachers of: biological sciences including biological (physical) anthropology and comparative anatomy. Prerequisites: none.

    Dr. Williams is a faculty member in the Department of Biological Anthropology and Anatomy at Duke University. Her research focuses on the fossil history of primates. She has conducted paleontological fieldwork in Botswana, Bolivia, Argentina, Egypt, and throughout much of the western and southern United States. A primary focus of her research is on the origin of the anthropoid primates. She has been nominated by her students for Duke's Alumni Distinguished Undergraduate Teaching Award and by faculty for Duke's Excellence in Teaching Award.

    Course: 82

    Ecology of Amphibians and Reptiles of the Southeastern North America: A Field Biology Course
    JEFFREY D. CAMPER, Francis Marion University
    June 19-21, 2002 in Florence, South Carolina
    Apply: CBU

             The southeastern coastal plain has a rich and varied herpetofauna of approximately 100 species occurring in the region. A better understanding of the ecology and natural history of this poorly known group of vertebrates is essential for their preservation. This lecture and field course will focus on the identification, natural history, behavior and ecology of amphibians and reptiles that occur in the South Atlantic coastal plain. Participants will gain experience in identification and live capture of reptiles and amphibians. Class members will live trap, mark, and release amphibians and reptiles at several sites in northeastern South Carolina. Experience will be gained in the use of drift fences, cover boards, funnel traps and turtle traps to sample species at several natural areas. In addition, participants will take part in radiotelemetry studies of local turtle and snake populations.

    For college teachers of: biology. Prerequisites: interest in ecology.

    Dr. Camper is an Associate Professor in the Department of Biology at Francis Marion University where he teaches genetics, evolutionary biology, comparative anatomy and herpetology. His research interests center around conservation biology of reptiles and amphibians. He has approximately 15 years experience conducting field work in the southern United States.

    Course: 83

    The Ecology And Natural History of Florida's Tampa Bay Region
    JIM WYSONG, Hillsborough Community College
    May 31 - June 2, 2002 in Tampa, Florida
    Apply: TXA

    Note:    Participants will be responsible for all costs and fees associated with transportation, lodging, and meals.

            Florida's Tampa Bay is one of the largest and most important estuaries on the Gulf Coast of the United States. It is also the location of one of the fastest growing communities in the nation. How can the natural environment of this area be protected from the stresses imposed by explosive growth and development, and what can be done to undo damage from past abuses?
             This course will provide an overview of the natural history and ecology of the Tampa Bay Region, and will examine efforts intended to protect and restore its fragile ecosystems. Field trips will allow participants to see the bay, its tributaries, and the surrounding environs from the shore and from the water. In downtown Tampa, a visit to the Florida Aquarium will provide a wider perspective on Florida's water resources and concerns.
             Additional presentations by local researchers and guides will cover a variety of topics including: the area's aquaculture industry, efforts underway to protect and restore sea grasses to the bay, watershed management practices, and the history of human settlement and development in the region.

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

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

    Course: 84

    Geomorphology, Environment and Sustainable Development of Tropical Islands: The Puerto Rico Case
    JOSE MOLINELLI, University of Puerto Rico, Rio Piedras
    July 25-27, 2002
    Apply: TXA

    Note:    Participants will be responsible for all costs and fees associated with transportation, lodging, and meals.

            The extraordinary diversity of natural and anthropogenic environments of Puerto Rico present a unique opportunity to study the geomorphic and environmental impact of human activities within the context of sustainable development. With one of the highest population densities of the world, the pressure upon the environment and the resulting landscape transformation has created numerous environmental problems in the central mountainous uplands, the spectacular tropical karst region, the coastal plains, and the seashore.
             Participants will travel across Puerto Rico to examine diverse environmental issues including land use changes and their impact on tropical watersheds, coral reefs, and bioluminescent bays, natural hazards including floods, landslides, erosion, sinkhole collapse and earthquake induced geologic hazards, urban sprawl, loss of agricultural lands, habitat destruction and rehabilitation, ground and surface water pollution among others. The complex interplay of economic, political and social attitudes will be discussed in order to examine strategies to promote sustainable development through a rational use of the Island natural resources.

    For college teachers of: geology, geography, environmental sciences, earth science, planning, ecology and related disciplines. Prerequisites: none.

    Jose Molinelli is the Director Environmental Sciences Program in the College of Natural Sciences with The University of Puerto Rico, Rio Piedras Campus.

    Course: 85

    Hawaiian Marine Biology
    P. KELLY WILLIAMS, University of Dayton and KIMBERLY SANDER SMITH, Guam Community College
    July 8-12, 2002 in Honolulu, HI
    Apply: DAY

    Note:    This course is offered in Hawaii on the islands of Maui and Oahu. Applications should be sent to the DAY Field Center. Participants will be responsible for approximately $150 for round trip inter-island airfare between Honolulu and 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 biology. The Hawaiian Islands are home to the largest coral reef system in the USA. Our focus will be the exploration of tropical marine systems of Maui and Oahu. Communities to be visited are coral reefs, deep reefs, rocky intertidal, beaches and mangroves. Snorkeling trips to coral reefs are planned for each day and on both islands. Participants will have the opportunity to examine coral reef systems with faculty experienced in marine biology.
             The course will begin on the island of Maui where we will focus on an introduction to Hawaiian marine biology. On Maui we will explore deeper coral reefs (to 125' depth) on the commercial Atlantis Submarine. On Oahu participants will spend one day with University of Hawaii faculty at the research and teaching laboratories of the Hawaiian Institute of Marine Biology (HIMB) on Coconut Island. At HIMB researchers will present talks on coral reef biology, the monitoring of Hawaiian reef systems, marine mammal behavior, deep sea fisheries and movements of reef sharks. On the final day participants may choose to SCUBA or to snorkel at Shark's Cove on the north shore of Oahu.

    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 Smith is an associate professor at Guam Community College where she teaches Marine and Environmental 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 Hawaiian Marine Biology.

    Course: 86

    How We Study the Earth and Oceans from Space
    GILBERT YANOW NASA/Jet Propulsion Laboratory
    August 21-23, 2002 in Pasadena, CA
    Apply: CAL

    Note:  Please check http://davinci.csun.edu/~scnet/chaut.htmlfor 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. High school teachers are also welcome on a space available basis. Prerequisites: none.

    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: 87

    The Earth System And Global Climate Change
    RICHARD GAMMON, University of Washington
    June 24-26, 2002 in Seattle, WA
    Apply: UWA

             Global climate change is coupled directly with changes in the total earth system. This course will provide an introduction to the earth as an integrated biogeochemical system. The coupled ocean-atmosphere circulation, the natural variability of weather and climate, and global biogeochemical cycling of carbon and essential life elements are presented as important factors in the system.
             Man-made perturbations of the global system, such as stratospheric ozone depletion by CFC's, global climate change caused by greenhouse gases and aerosols and downward trends in global ecosystem 'services' and biotic diversity are considered in detail. Possible policy responses, both local and global, are then discussed.
             Lessons from the Montreal Protocol and the Kyoto conference and beyond are then presented with discussion on how to slow global climate change.

    For college and teachers of: science, engineering, public policy. Prerequisites: none.

    Richard Gammon is a popular and frequently invited speaker in short courses on earth/ocean science for instructors at the K-12 and college levels. He also provides briefings for business and government leaders on global climate change. He has extensive experience as an instructor in interdisciplinary earth science courses from freshman through graduate level, including courses on Earth System Science, Environmental Chemistry and Global Biogeochemical Cycles. He has demonstrated ability to synthesize across disciplinary boundaries and translate difficult scientific concepts to the appropriate audience level. His personal research interests span the range from chemistry, atmospheric and ocean sciences, and astronomy, to policy responses to the challenge of global climate change. Dr. Gammon is a Professor of Chemistry, Oceanography, and Atmospheric Sciences at the University of Washington.

    Course: 88

    Desert Ecology in the Mojave National Preserve
    ERIK P. HAMERLYNCK, Rutgers University and JOHN CAROTHERS, Cabrillo College.
    May 5-10, 2002 in the Mojave Desert
    Apply: SUSB

    Note:    Participants must be prepared to work under demanding conditions, and should be in good physical condition. Participants are responsible to arrange travel to and from Las Vegas, Nevada. The class will meet in Las Vegas, then travel to Norris Camp at the Sweeny Granite Mountains Research Center. Sleeping and cooking facilities are available at Norris Camp, but limited to 12 bunks and two stoves, and participants are encouraged to bring their own tents and sleeping bags. A participant's fee of $50.00 will be charged in addition to the $75.00 application fee to offset costs of transportation from Las Vegas to the Eastern Mojave Preserve, and for housing, food and supplies at Norris Camp.

            This five-day course will provide an extensive introduction and immersion into 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 animal and plant habitats within a relatively small geographic area. Field trips will examine the historical landform, geomorphic, and soil processes that provide the ecological context of the diverse plant and animal communities in this area. This will provide the framework for the second part of the course, where participants will formulate hypotheses on ecological processes 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 arid land vascular and non-vascular plants, with a particular emphasis on interdisciplinary work with geologists and plant community ecologists in deserts across the arid Southwest. Dr. Carothers is a Professor of Biology at the Department of Biology at Cabrillo College, where he teaches zoology, ecology, and field biology. Dr. Carothers is a specialist in herpetology, and his research and teaching activities have brought him to the Eastern Mojave Preserve frequently since 1987, giving him wide knowledge of the general ecology of Mojave Desert plant and animal communities.

    Course: 89

    The Ecology and History of the Mojave Desert Region
    MICHAEL BONDELLO, Allan Hancock College
    May 24-27, 2002, Desert Studies Center, Baker, CA
    Apply: CAL

    Note:There may be a $50 special fee to cover transportation. Special arrangements have been made for room and board during the course. Participants will pay $120 for room and board directly to the Desert Studies (DSC). Payment must be received by April 24, 2002 (4 weeks before the course begins). It's impossible to pay on site. Participants should make checks payable to "Desert Studies Fund 530" and send payment to: Desert Studies, c/o Biology Department, California State University, Fullerton, P.O. Box 6850, Fullerton, CA 92834-6850. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         The course will start on Friday night, the 24th with an introduction to the Mojave National Preserve. Over the remainder of the course there will be some lectures to examine the basic climatology, geology and ecology of the desert region. The majority of the course will be carried out via field study to investigate the locales major geological features, its perennial plants, insects, fishes, amphibians, reptiles and mammals. The regions visited will be not only be the Preserve, but also Willow Gulch, Lava Flows, the Granite mountains and the Devil’s Playground at Kelso Dunes. These areas will expand our understanding of the history of the region by the study of the local well-preserved Petroglyphs the evidence of early settlers and some of the more recent history of the Mojave.

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

    Michael Bondello is a Professor of Biology at the Allan Hancock College. He has specialized in the study of vertebrate zoology and the ecology of desert and tropical regions. He has published on the environmental effects of off-road vehicles.

    Course: 90

    Ecology of South-Central Alaska
    BJARTMAR SVEINBJÖRNSSON and DONALD SPALINGER, University of Alaska Anchorage
    June 22-24, 2002 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 to early applicants.

              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: 91

    Energy Development in the Arctic
    JOHN KELLEY, University of Alaska Fairbanks and GILBERT YANOW, NASA Jet Propulsion Laboratory
    June 3-6, 2002 in Fairbanks, AK
    Apply: CAL

    Note:There may be a special fee of $50 to cover transportation. Please check http://davinci.csun.edu/~scnet/chaut.html for any updates on this course.

         Advances in energy development in the arctic primarily related to oil and gas exploration will be described through a series of lectures and field trips. The course will begin in Anchorage, Alaska with orientation and lectures provided by BP Exploration (Alaska), Inc. staff and university of Alaska faculty. Lectures will cover problems associated with drilling for oil and gas in permafrost and offshore in ice covered seas, design and engineering technologies, geology of the region and environmental concerns. A one day field trip will be taken to Prudhoe Bay on the Arctic Ocean coast of the North Slope of Alaska where visits will be made to the production facilities, TransAlaska pipeline and the offshore Endicott drill site. Research associated with the extraction of oil and gas will be described including environmental studies and revegetation activities. The course will terminate in Fairbanks at the University of Alaska.

    For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Secondary Teachers will be allowed to take the course on a space available basis. Prerequisites:none.

    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. He has many years of experience in studying the resources and conditions of the arctic. Dr. Yanow is the Outreach Coordinator for the solar study Genesis Mission. He is also working with the NASA Mission of Deep Impact. Dr. Yanow is the Director of the CAL Chautauqua Center.

    Course: 92

    Experiencing Environmental Education in a Mexican Cloud Forest
    REYNALDO RAMIREZ, JR., The University of Texas at Brownsville
    June 21-27, 2002 in Mexico
    Apply: TXA

    Note:   Participants must prepare for a physically challenging experience since the terrain demands moderate to highly rigorous physical conditioning. Participants are responsible 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. (Arrival in Brownsville on June 22, 2001, Return from Rancho del Cielo to Brownsville on June 27, 2002, Depart from Brownsville on June 28, 2002). A course fee associated with this course of approximately $425.00 will be collected by the TXA field center. The fee will cover transportation costs, bus, 4 wheel drives, and trucks, lodging at Rancho del Cielo, and meals during course. An additional fee of approx. $20.00 will be paid directly by participants for travel visas into Mexico. Please see the following website for future updates: http://ntmain.utb.edu/reyramirez/courses/Chattaqua%20Webpage02/chatweb02.html.

             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. Footware 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.

    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 can be contacted concerning equipment needs, permits, or general information about the area at 956-982-0201 or email at reyr@utb.edu.

    Reynaldo Ramirez, Jr., 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: 93

    Tropical Forests of Costa Rica
    BARBARA L. BENTLEY, Noetica Naturalists
    March 16-21, 2002 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 $600 for 5.5 days (6 nights). $675 for single room. The course fee is subject to change depending on international exchange rates.

             Tropical Forests of Costa Rica provides an introduction to the complexity and diversity of tropical forests ecosystems. Course activities include natural history 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.
             The course starts with a 2-day visit to the world-famous La Selva Biological Station located in a rainforest at the foot of Volcan Barba in the Atlantic lowlands of Costa Rica. 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 hydro-electric/irrigation project where conservation of natural environments comes fact-to-face with economic development.

    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.

    Dr. 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: 94

    Natural History of the Yucatán Peninsula
    JAN MERCER, Tarrant County College, and ROGER W. SANDERS, Botanical Research Institute of Texas
    May 24-28, 2002, in Belize and Guatemala
    Apply: TXA

    Note:     Participants will be responsible for making their own arrangements for transportation to Belize City. They will be responsible for all costs associated with travel, lodging, food, and incidentals (ie., gratuities, departure taxes, appr. $100.00). There is a course fee of apprx. $375-$780 (depending on type of accommodation chosen), to be paid in advance. The course fee will cover the following items while attending the course, food, lodging for four nights stay, ground transportation, entrance and border fees. Participants are responsible for contacting the duPlooy's for accommodations arrangements directly by email to Judy duPlooy, duplooys@btl.net or gardens@btl.net. Billing will be sent by duPlooy's to the TXA Field Center. Application deadline March 22, 2002.

             Primary tropical forests continue to disappear. However, one can still experience relatively pristine seasonal tropical ecosystems in Belize and adjacent Guatemala. These habitats are typical of the karst platform composing the entire Yucatán region. Areas around ancient ruins in Guatemala are of special interest because climax forest has regenerated over the centuries since being cleared by the Mayans.
             This course will emphasize the native animals and plants of the Petén and coastal regions of the southeastern Yucatán peninsula. Participants will observe native vertebrates (e.g. anteaters, coatis, and fer-de-lance) at the Belize zoo, one of the most progressive conservation facilities of its kind. They will also birdwatch at several localities, tour the Chaa Creek Natural History Center and Morpho Breeding Project (San Ignacio), and interact with wildlife at Tikal National Park. A tour of the Belize Botanic Gardens (San Ignacio) will highlight the dependence on and interaction of native peoples with forest plants (e.g., cohune palm, mahogany, sapodilla or chicle tree, and gumbolimbo). The Gardens feature native eco-zones, economic plant and agro-forestry plots, and native orchids. Wherever plants of ecological and economic significance are encountered throughout the workshop, special note will be taken of them. Furthermore, to provide an ecosystem context for the biota of the region, lectures on the geology, soils, climate, and cultural history will explain how the Yucatáán environments are unique. Participants will be provided with notebooks containing descriptions of the animals studied and major plants seen and outlines of the auxiliary lectures.
             Participants will be housed three nights at the duPlooy ecotourist lodge adjacent to the Belize Botanic Gardens and nestled among rolling hills along the Macal River near San Ignacio, Belize. One night will be spent at Jungle Lodge next to Tikal National Park. Visit the Belize Botanic Gardens online at www.belizebotanic.org/. .

    For college teachers of: any discipline. Prerequisites: an interest in the natural sciences.

    Dr. Mercer, professor emeritus of Biological Sciences at Tarrant County College, Fort Worth, has led numerous natural history tours to Central and South America, the Galapagos, the Caribbean, and the eastern Mediterranean. Dr. Sanders is Associate Collections Manager with the Botanical Research Institute of Texas, Fort Worth, and has extensive field experience in the seasonal tropics.

    Course: 95

    Enhancing Your Student's Creativity
    G. GRAHAM ALLAN and ZINOVY ROYZEN, University of Washington
    July 8-10, 2002 in Seattle, WA
    Apply: UWA

             This course will explore the concepts of creativity and innovation in terms of assisting every teacher to release these innate abilities in themselves and their students in all fields of science.
             The topics covered will include: Why creativity is important, especially in teaching, Life, creativity and work as a continuum, Keeping a creativity diary, Where creativity occurs, Humor and creativity, Why innovation is necessary in modern society, Why innovation is the basis for global trade, Phases of creativity, The mind as a pattern maker, Discussion of techniques for developing creativity, Vertical and lateral thinking, Generation of ideas by brainstorming, Theory of inventive problem solving (TRIZ), and Creative idea evaluation by the PNI techniques.
             Also included are: Generation of ideas by the use of Synectics, Creative idea screening by spectrum analysis, Generation of ideas by random associations, Computer-aided creativity, Generation of ideas by morphological changes, Imaging ideas by generative graphics, Creative games, Creation, protection and exploitation of ideas, Patents, copyright, trademarks and trade secrets, Negotiating the sale of ideas or innovations, Finding your own rainbow.
             Starting your own creative enterprise will be discussed along with location of venture capital, creative advertising and promotion, and using creativity to find a new job or make a new career.

    For college teachers of: all disciplines. Prerequisites: none

    Graham Allan and Zinovy Royzen are faculty members at the University of Washington in Seattle. Both are prolific inventors and expert problem solvers. Professor 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 Affiliate Associate Professor 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, Los Angeles (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: 96

    PARADOX
    HANS CHRISTIAN VON BAEYER, College of William and Mary and RALPH DAVIS, Albion College
    May 16-18, 2002 in Midtown Manhattan, New York City
    Apply: SUSB

           This course is an examination of historical and contemporary paradoxes and their role in scientific thinking. Although there are many different kinds of paradox, "In modern science," according to John Barrow, "the term paradox is usually reserved for a counterintuitive finding that is believed to shed light upon something fundamental." By contrast, logical and linguistic paradoxes usually focus on the tools of understanding itself while visual and perceptual paradoxes are different still. Paradoxes have revealed unexpected inconsistencies in our beliefs, challenged our conceptual and perceptual frameworks, and served as a check on both theory and practice. They have provided us with insights as to how the brain and eye work and how information is processed, and, perhaps most importantly, they have allowed us to enter into imaginative speculation and the constructive juxtaposition of ideas resulting in a deeper understanding of the world. We share Niels Bohr's enthusiasm: "How wonderful that we have met with a paradox. Now we have some hope of making progress."
             The physical sciences will provide such examples as Olbers' Paradox, the Twins Paradox, Maxwell's Demon, Wigner's Friend, Schrodinger's Cat, the EPR Paradox, Quantum Games, Quantum Zeno, Superluminal Signal Transmission, etc. Reflections on logical and philosophical paradoxes from Zeno and Russell to Goedel and Quine also will be introduced along with less formal but equally paradoxical topics such as free will, dreaming, the nuclear defense strategy of "mutually assured destruction," and the grandfather paradoxes of time travel. The sophisticated and highly suggestive writings of such authors as Augustine, Borges, Carroll and Calvino will provide examples from yet a different perspective. Also examined will be the history of visual paradox from Brunelleschi, Durer, deVries and Hogarth to Reutersvard, Dali, Penrose and Escher highlighting our Euclidian/Renaissance conventions of seeing and graphic representation. The topic of paradox and scientific thinking is too broad to cover in a short period of time. Thus, in selecting material for presentation and discussion we will try to take Bertrand Russell's advice "...to start with something so simple as not to seem worth stating, and to end with something so paradoxical that no one will believe it."

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

    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 Professor of Philosophy at Albion College.

    Course: 97

    Geographic Information Systems and the Urban Environment
    RICHARD P. GREENE, Northern Illinois University
    May 23-25, 2002 in Memphis, TN
    Apply: CBU

             A geographic information system (GIS), composed of multiple layers of information about a place, and 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 US 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: 98

    The Origins of Classical Genetics
    ELOF AXEL CARLSON, State University of New York at Stony Brook
    June 6-8, 2002 in Stony Brook, Long Island, NY
    Apply: SUSB

    Note:    Low cost campus housing is available on the Stony Brook Campus.

             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. It 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: I will provide a good list of books in the history of genetics and a list of key articles (some of which I'll arrange to have Xeroxed and sent to the class ahead of time).

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

    Elof Axel 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: 99

    The Korean and Vietnam Wars: Conflict and Diplomacy
    RUSSELL F. WEIGLEY, Temple University
    June 6-8, 2002 in Philadelphia, PA
    Apply: TUCC

             The wars in Korea and Vietnam were defining episodes in the United State's military, diplomatic, and political conduct of the Cold War. Vietnam became a critical episode in cultural and social history as well. This course will explore all these dimensions of the Cold War's principal hot wars, with emphasis on the military aspects, and will encourage reflection on their legacies for America.
             The Korean War established the policy principle that if members of the Communist bloc attempted to further their ambitions by military action, then the United States would respond in kind. Although the Korean War proved highly unpopular with the American public, as a military and diplomatic effort it was possible to regard the war as a success. Its initial military objective, the preservation of South Korea against North Korean invasion, was achieved. The disappointment of brief euphoric hopes of reuniting all of Korea under southern and American auspices could not outweigh that achievement.
             But to the extent that the Korean War was indeed a success, the success was misleading. The United States government and armed forces believed they had learned how to wage effective limited war in similar circumstances. This belief encouraged military intervention in Vietnam, where the circumstances proved not to be similar enough. In Vietnam, American military tactics and strategy designed for convention of war, which Korea mainly had offered, became frustrated, along with diplomacy and policy as well. The frustrations called attention to basic problems in the official American vision of the country's role in the world, opening deep political and cultural fissions among the American people that have not yet altogether closed.

    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), The Age of Battles (1991), and A Great Civil War (2000), which won the Lincoln Prize for 2001.

    Course: 100

    Dimensions of China's Foreign Policy
    ZHANG QINGMIN, Foreign Affairs College, People's Republic of China
    May 20-24, 2002 in Beijing, People's Republic Of China
    Apply: SUSB

             This unique short course offered at China's primary institution for the training of diplomats will provide participants with an opportunity to discuss Chinese foreign policy with Chinese officials and scholars on their home ground in Beijing. This five-day course, offered on the campus of the Foreign Affairs College, follows last year's successful course on Chinese perspectives on national security. Topics will include:
       •   principles of foreign policy: a Chinese theoretical perspective; • vision and process in China's foreign relations;
       •   globalization and China's diplomacy;
       •   Chinese-US relations;
       •   Chinese-European relations;
       •   Chinese foreign relations with bordering states and developing countries
       •   Multilateral mechanisms and Chinese foreign policy;
       •   the Taiwan issue
       •   China and the United Nations
            This course is conducted entirely in English. Presenters represent various government ministries and research institutes. The course will be held in a comfortable yet inexpensive campus residence for visiting foreign scholars on the campus of the Foreign Affairs College in a convenient Beijing location with access to a full range of services. Applicants receive advice on visa applications and travel. By making appropriate arrangements, participants may reside in this facility before and after the course if they wish to extend their visit to China.

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

    Dr. Zhang is deputy chairman of the Department of Diplomacy at the Foreign Affairs College, Beijing, where he teaches China's foreign policy, U.S. foreign policy, and foreign policy analysis. His most recent book is Great Chessboard: Fifty Years of Triangular Relationships Among China, the U.S., and Japan. He will coordinate the presentations of speakers from the Ministry of Foreign Affairs and other Chinese officials.

    Course: 101

    Globalization, Institutions and Politics
    JACKIE SMITH, State University of New York at Stony Brook
    May 23-25, 2002, in Midtown Manhattan, New York City
    Apply: SUSB

             Globalization brings with it a number of new problems and perspectives, and its prevalence in contemporary public discourse creates opportunities to engage students in new thinking about the world in which they live. The expansion of global political and economic institutions has meant that these remote organizations take on increased importance in peoples' everyday lives. This short-course will provide a critical look at the United Nations and global financial institutions. It will introduce participants to these institutions as it outlines the ways they shape national and local politics. The course will also address questions of globalization and politics "from below," by looking at the ways that people around the world have organized to shape globalization processes and the institutions that drive them. Current research on the contemporary global mobilizations against trade and economic globalization will be discussed in a broader consideration of the question of how globalization impacts democracy. A segment on "making the global local" will help participants identify ways to link students' everyday realities and experiences with new understandings of the global forces that shape them. The course will incorporate a guided tour of the United Nations, and briefings by United Nations representatives.

    For college teachers of: all disciplines, but especially social sciences. 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). Her recent research on global protests over trade and social justice issues has appeared in Mobilization: an International Journal and Dissent. She teaches courses on global sociology, environmental sociology, social movements, and the United Nations.

    Course: 102

    Nationalism
    LIAH GREENFELD, Boston University
    June 10-12, 2002 in Boston, MA
    Apply: PITT

         This course will be devoted to the exploration of the related phenomena subsumed under the umbrella term "nationalism": national consciousness and identity, nations and nation-states, and forms of nationalist ideology. We shall explore these concepts, understand their nature, explain their emergence, spread and staying power, and analyze their role and impact in modern politics and economic development.
         This analysis should throw a new light on many perplexing aspects of modernity and help us interpret the recent fall of communism, assess the possibilities of democratization and implications of the economic globalization, and understand the motivation behind international terrorism.
         During the first half of this course we shall discuss recent theories of nationalism and examine them against the background of historical evidence. The second half of this course will deal with nationalism as a factor in modern politics, economics, and society. We shall consider, in particular, the relations between nationalism and economic growth, nationalism and the state, and nationalism and class-structure, as well as links between nationalism and communism, nationalism and democracy, and nationalism and violence.

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

    Dr. Greenfeld is the author of The Spirit of Capitalism: Nationalism and Economic Growth (Harvard University Press, 2001), Nationalism: Five Roads to Modernity (Harvard University Press, 1992), Different Worlds (Cambridge University Press, 1989) and numerous articles in publications ranging from professional journals to The New Republic. A native of the Soviet Union, she holds a degree from Hebrew University of Jerusalem. Formerly she was John L. Loeb Associate Professor of Social Sciences at Harvard, currently she is a University Professor of Political Science at Sociology at Boston University. Professor Greenfeld has also taught at the University of Chicago, RPI and MIT.

    Course: 103

    Using Classroom Experiments to Teach Undergraduate Economics
    DENISE HAZLETT, Whitman College and NOELWAH R. NETUSIL, Reed College
    June 2-4, 2002 in Memphis, TN
    Apply: CBU

             In classroom economics experiments, students take the roles of market participants making economic decisions and actively discovering economic concepts. Participation in experiments provides insight into the incentives and institutions underlying economic activity. Analysis of the results encourages students to critically evaluate economic theory. Many instructors who use classroom experiments attest to their effectiveness in engaging students and improving learning. They find that experiments allow them to teach economic principles in an accessible, hands-on manner. In fact, students who see economic theory in action tend to be better convinced of its usefulness.
             This interactive workshop is designed for economics instructors who have used experiments before as well as those who have not. We will run and discuss several experiments in microeconomics and macroeconomics. These experiments range from variations on the classic double oral auction experiment to newly developed experiments in macroeconomics. The experiments work for a wide range of class sizes, do not require computerization, and can be used at either an introductory or intermediate level. The session will also cover topics such as follow-up assignments, incentives for student participation in experiments, assessment of the effectiveness of experiments, and the allocation of class time to experiments versus the more traditional chalk-and-talk method of teaching. Participants will receive copies of all the materials they need to run the experiments in their own classes, including a set of follow-up discussion questions and laboratory report assignments for each experiment.

    For college teachers of: economics. Prerequisites: none

    Dr. Hazlett is an Associate Professor of Economics at Whitman College, specializing in monetary economics. She has recently developed six new macroeconomics experiments under a National Science Foundation - CCLI grant. Dr. Netusil is an Associate Professor of Economics at Reed College specializing in environmental and natural resource economics. Both have used economic experiments extensively in their own courses and have conducted workshops for faculty on using this technique.

    Course: 104

    From Distance to Distributed Learning: The Basics
    MICHAEL DANCHAK, Rensselaer Polytechnic Institute
    May 22-24, 2002 in Troy, NY
    June 12-14, 2002 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: 105

    An Introduction to LabVIEW for Use in Undergraduate Science Laboratories
    REX L. BERNEY, University of Dayton
    May 13-15, 2002 in Dayton, OH
    Apply: DAY

             Microcomputers were just beginning to be used for data collection and analysis about twenty years ago. Computer interfacing hardware and software were originally build-it-yourself items designed for a particular application. Over time, many commercial hardware and software interfacing products became available and are now widely used in undergraduate laboratories. In the last few years, LabVIEW has become a very popular software product for experiment design and interfacing in graduate and industrial laboratories. Our undergraduate science students who are planning on graduate education, or who want to work in an industrial laboratory will have an advantage if they are experienced in the use of LabVIEW.
             This course will assume no previous experience with LabVIEW. We will take a very hands-on approach to learning the basic features of LabVIEW operation and programming. As with my earlier Chautauqua course, "Microcomputers as Laboratory Tools," many different applications will be presented and used. These include instruments which are interfaced via COM ports, parallel ports, GPIB (General Purpose Interface Bus) cards, and DAQ (Data Acquisition) cards. Finally, we will learn how to write our own instrument drivers.

    For college teachers of: undergraduate science courses and those interested in computerized data acquisition and analysis. Prerequisites: none.

    Dr. Berney is an Associate Professor of Physics at the University of Dayton. He has long been involved with the application of microcomputers in the undergraduate laboratory. He has served as the Course Director for some two dozen Chautauqua courses on microcomputer interfacing. Four of his twenty-three years of university teaching have been spent overseas working with faculty and students in developing countries to introduce modern electronics and microcomputer interfacing.

    Course: 106

    Developing Computer-Based Instruction Using the Authorware Authoring System
    STEVE SOULIER, Utah State University
    July 8-10, 2002 in Logan, UT
    Apply:PITT

         The use of computer-based instructional (CBI) materials either as the major method of providing instruction or as a support to more traditional methods of instruction has become an essential component of more and more science courses. While many faculty would like to develop the skills necessary create their own CBI materials which include high levels of multimedia and student interaction they quickly discover that time consuming effort required to learn most high level authoring systems. Authorware is one of the most powerful CBT authoring systems currently on the market and the most popular authoring system among professional CBI developers. One reason for its popularity is the shortened learning curve required to get up and running as a developer. During this short course participants will learn all the basics of using this tool to author multimedia highly interactive CBI lessons which can be delivered via CD-ROM, local area networks, or the internet.

         Participants are invited to bring ideas, computer files and multimedia materials to the workshop with the intent on starting a prototype lesson for their classes.

    For college teachers of: teachers interested in developing their own CBI materials. Prerequisites: no prior computer programming experience required, but participants should be intermediate to advanced computer users. Participants wishing to use Authorware following the course will need to purchase a copy for their personal or school use. A full academic version is currently available for under $400.

    Dr. Soulier is an Associate Professor of Instructional Technology and Director of the Educational Resources and Technology Center at Utah State University. He is the author of a textbook on the design of computer-based instruction and has been a consultant to Apple and numerous educational institutions on the development of interactive instructional resources. He has produced a number of instructional programs which will be shared with the Chautauqua participants.

    Course: 107

    Designing Web-Based Learning Environments
    THOMAS T. LIAO and JOANNE ENGLISH DALY, State University of New York at Stony Brook
    June 20-22, 2002 in Stony Brook, Long Island, NY
    Apply: SUSB

    Note:   Low cost campus housing is available on the Stony Brook campus.

             The diffusion of web-based learning activities within higher education has the potential to both enhance traditional university courses and offer global distance-learning opportunities to students. Modes of distance learning continue to increase. Currently, the fastest growing model is "web-based distance learning." Designers offer a spectrum of software packages and mediums to choose from. The development of learner-centered, interactive activities is the key to designing successful web-based environments. Developing and designing activities, which augment student learning require an awareness of design techniques and development of technological user skills.
             Although web-based activities can support and supplement traditional courses as well as meet the needs of distance-learning students, there are distinct differences. This workshop will explore these differences. Participants will sample learning activities from a traditional undergraduate class using web-based activities to supplement curriculum and extend learning outside of the classroom. This same class will then be explored as a distance- learning course.
             This workshop will generate ideas for use in both in traditional and computer-based settings. The workshop is for faculty who have an interest in investigating the design of distance learning environments, new designers who are challenged to develop highly interactive web-based activities, and experienced distance learning instructors. Participants will design courseware activities to match the needs of students within their disciplines.

    For college teachers of: all disciplines. Prerequisites: a minimum of two years of traditional teaching experience.

    Dr. Liao is the chairperson for the Department of Technology and Society and the co-editor of the Journal of Educational Technology Systems. He has designed web-based courseware and taught web-based courses. Joanne English Daly is the Director of Undergraduate Studies in the Department of Technology and society. She has designed and taught many web-based distance learning courses. Over the past five years she has worked with over one hundred educators as they transformed their traditional classes into web-based environments.

    Course: 108

    Just-in-Time Teaching: Blending Active Learning With Web Technology
    GREGOR NOVAK, EVELYN T. PATTERSON, United States Air Force Academy, JAMES BENEDICT, James Madison University, KATHLEEN MARRS, Indiana University - Purdue University Indianapolis
    June 6-8, 2002 at the U.S. Air Force Academy, Colorado Springs, CO
    Apply: SUSB

             Just-in-Time Teaching (JiTT) is a pedagogical strategy developed over the past six years. JiTT is presently used in over 100 science and humanities courses at more than 50 institutions. The JiTT approach blends cutting edge active learning classroom methods with state-of-the art electronic communication technologies. In preparation for an interactive classroom experience students work with strategically constructed web-based assignments with due dates just before class time. Instructors base the daily classroom activities on the student submissions. The preparatory work creates a need-to-know atmosphere and gives students a sense of ownership of the learning process.
             The workshop will be a hands-on event with participants actively engaged in the pedagogy discussions and in the authoring activities. Working from templates provided by the workshop presenters, the participants are expected to leave the workshop with a start-up portfolio of resources, enabling them to get started with JiTT immediately. Most likely beneficiaries of this workshop are faculty teams who have explored alternatives to traditional passive teaching and learning and are ready to explore alternative methods.
             They will need to commit themselves to the active learner approach. They will also need institutional technical support to be able to utilize the underlying web technology. For more information please visit the JiTT website http://www.jitt.org/.

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

    Dr. Novak is currently Distinguished Visiting Professor in the Department of Physics at the United States Air Force Academy. His home institution is Indiana University Purdue University Indianapolis (IUPUI.) where he is Professor of Physics. His primary scholarly interest is the application of multimedia and information technologies to improve undergraduate physics teaching. Dr. Novak has been at the heart of numerous successful innovations for undergraduate physics teaching and learning. He has extensive leadership experience with faculty workshops having given several hundred invited workshops and presentations on technology in the physics classroom over the past ten years. He is the co-author of the recently published book: Just-in-Time Teaching: Blending Active Learning with Web Pedagogy, Prentice Hall (1999.) Dr. Novak has received several teaching awards, including the 1998 Chancellor's Award for Excellence in Teaching at IUPUI. Dr. Patterson is professor of Physics and Director of the Center for Physics Education Research at the US Air Force Academy where she joined the faculty in 1993. At the Academy, she teaches cadets and is involved in a number of physics education projects, while continuing to do cosmic ray physics research. Her educational interests include the use of technology to improve teaching and learning. Dr. Patterson is a recipient of the Air Force Academy Outstanding Educator Award. Dr. Benedict is professor of psychology at James Madison University where he has taught for over 20 years. He has written several computer packages for use in instruction including a simple data analysis and problem solver for use in statistics, and a widely-used computer simulation of Pavlovian Conditioning. He is interested in the scholarship of teaching and is studying two related topics: understanding how master teachers teach, and understanding how the internet can facilitate student learning and involvement in traditional classrooms. Dr. Marrs is an Assistant Professor at IUPUI, doing research in biology education to advance the Department of Biology's commitment to student learning. Her research focuses on investigating the use of technology in the classroom to improve active learning, and determining strategies for student success in college science. Her course development work is supported by the National Science Foundation's Division of Undergraduate Education.

    Course: 109

    Creating Multimedia Teaching Materials: Getting Started Workshop
    RICHARD B. THOMPSON and DEBORAH HUGHES HALLETT, University of Arizona
    May 16-19, 2002 in Tucson, AZ
    Apply: UAZ

             Do any of your courses contain concepts that regularly cause difficulty for your students? If these problem areas involve applications of mathematics, a combination of projects, teamwork, software, and multimedia technology may improve your students' learning.
             In this short course we will demonstrate many of the available tools, such as PowerPoint, Excel, web links, digital pictures, audio files, animations, streaming video, and MPEG2 video, with materials that have been developed at the University of Arizona. Emphasis will be on the pedagogical motivation for using these tools and on relevant teaching questions, as well as on the tools themselves. We stress relatively low-level technology, that faculty themselves can use to create materials with the resources that are available on most computers.
             After examples and demonstrations, participants will have the opportunity to create materials of their own. Each participant should come having identified a problem area in the application of mathematics to his or her own teaching. Participants will leave with new ways of looking at their problem topics, and with the start of multimedia materials that can be used by their students.

    For college teachers of: all disciplines, with emphasis on applications of mathematics. Prerequisites: Basic familiarity with spreadsheet software, such as Microsoft Excel. For more information about the materials that will be used as examples 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: 110

    Towards Developing Interactive Multimedia Materials for the Classroom
    DON LEWIS MILLARD, Rensselaer Polytechnic Institute
    July 31 - August 2, 2002 in Troy, NY
    Apply: RPI

             The techniques used to educate our future graduates need to integrate innovative teaching approaches with today's electronic media and technology in order to reach and motivate the diverse groups involved. The challenge of developing these highly stimulating, highly interactive visualization environments for educational applications is dependent on individuals who are well-versed in the use of multimedia development tools. For a variety of reasons, educators are using more electronic media in their courses but are not provided with adequate training, practice or resources to help them produce their own materials.
             This workshop will present the methodology used by Rensselaer's Academy of Electronic Media to develop modular multimedia curriculum materials that help provide an understanding of the complex and integrated nature of engineering education. The workshop will describe and demonstrate how such electronic media/materials can be developed and utilized, along with the strategies that are now being utilized to further aid others who desire to use multimedia in their attempts to facilitate interactive learning. It explores aspects of multimedia conceptualization, authoring, and programming through a hands-on, project-oriented format using Macromedia's commercially available products (Flash and Director) in state-of-the-art studio facilities on Rensselaer's campus.
             This workshop assumes no prior experience with multimedia authoring tools and media development. It focuses on providing the participants with 1) an overview of what is capable of being produced using multimedia authoring programs, 2) an understanding of how you can use them to create materials of your own, and 3) a review of how these materials can be effectively integrated into your courses. The first day will focus on basics of the authoring program and development tools. The second day deals with developing material and the third day will engage the attendees in an exercise to develop course materials using the tools. The course will incorporate many hands-on activities that are designed to allow you to put the tools and techniques into practice. Each day will have a combination of instruction and teaching exercises that involve the use of the media development applications and technologies.

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

    Dr. Don Lewis Millard is the director of the Academy of E lectronic Media (www.academy.rpi.edu) at Rensselaer Polytechnic Institute and is a member of the Electrical, Computer and Systems Engineering Department. He has taught numerous courses on the development of multimedia and has produced a variety of materials for K-12, college, and life-long learning science, math and engineering technical areas. The Academy is a center at Rensselaer that aids in the development and utilization of multimedia materials specifically tailored to technical education. Compelling interactive learning modules, design/analysis/modeling tools, challenging simulation exercises and games, tutorials and case studies have been developed to allow users to explore science and engineering concepts. With today's web access available from anywhere at anytime, this workshop will illustrate how the Academy's modules allow users to further explore materials from basic concepts to applied solutions.

    Course: 111

    Creating Course Materials for the World Wide Web: Authoring and Design
    MIN LIU, The University of Texas, Austin
    May 24-26, 2002 in Austin, TX
    Apply: TXA

    Note:   Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. A portion of the application fee is used to offset processing, mailing, phone charges, duplication of course materials, and refreshments. Recommended book: Robin Williams & John Tollett (1997). The Non-Designer's Web Book. Berkeley, CA: Peachpit Press.

             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 focus of this course is on authoring using popular HTML editors, and on web design considerations. The topics this course will cover include:
    • the issues of how to develop effective web-based instruction;
    • hands-on experience of learning basic HTML (including text formatting, lists, links, inserting graphics);
    • hands-on experience of learning a popular HTML editor to create your course pages (including anchors, tables, client-side image maps etc.);
    • comparison of current popular HTML editors to understand their pros and cons;
    • how to create simple animation (such as gif animation);
    • how to add (not create) media (graphics, animated gifs, flash animation, video, shockwave, and Java Applets) to your web pages.
             This course is designed for faculty who are beginners to web publishing. It is strongly recommended that the participants bring their course syllabi and instructional materials to the workshop. The participants are expected to engage in the above-mentioned activities and develop their own web pages. By the end of the course, the participants will have put their course syllabus, and some of the course instruction on the web. 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 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 searching required; introductory HTML authoring experience strongly suggested.

    Dr. Liu is Associate Professor of Instructional Technology at University of Texas - 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: 112

    Introduction to Client/Server Systems and Databases Using Visual Basic
    JOHN GERSTING, University of Hawaii at Hilo
    June 5-7, 2002 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 SQL (Structured Query Language). 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 the end-user application (e.g., a web browser or Visual Basic program). The business logic is implemented in the middle using, e.g., ASP Active Server Pages running on a web server (e.g., PWS - Personal Web Server or IIS - Internet Information Server). The data is stored in a relational database on the server side.
             We will examine how VB and ASP use ADO (Active Data Objects) and ODBC (Open Database Connectivity) to communicate with the server database. Participants will have ample opportunity to gain hands-on experience in the laboratory working with VB, 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: 113

    Web Programming
    WAYNE C. SUMMERS, New Mexico Highlands University
    May 9-11, 2002 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 XML 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. The course will be conducted in a microcomputer lab using MS- Windows machines with public domain and shareware software. Participants are expected to have experience with HTML and programming in a high-level language C++, Pascal, etc.). 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. Participants are expected to bring ideas to work on.

    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.

    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 5-7, 2002 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

    Object Oriented Programming with C++ and Java
    JOSEPH E. LANG, University of Dayton
    June 17-19, 2002 in Dayton, OH
    Apply: DAY

             The object-oriented approach is an important addition to the set of paradigms programmers use when writing computer programs. This approach involves a whole new way of analyzing problems. Proponents of the object-oriented approach say that it is a new and more powerful way of thinking -- one that is more natural to the way human beings attack problems.
             In this short course, we will analyze several problems showing the power of the object- oriented approach and also showing the kind of thinking needed by programmers to be successful. Objects consist of a state (data) and operations (code) that are combined into one structure. To analyze the problems, it is necessary to identify the objects and their state and operations. The final program, then, consists of a main program together with the objects.
             This short course will cover the fundamentals of the object-oriented approach including design patterns and give examples of programs written in object-oriented languages such as C++ and Java. Participants will take part in lectures and "hands-on" laboratory sessions designed to emphasize the concepts from the lecture.

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

    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 9-11, 2002 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.
             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++.
             This course is an introduction and 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++.

    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: 117

    Introduction to Computer and Network Security
    WAYNE C. SUMMERS, New Mexico Highlands University
    May 13-15, 2002 in Dayton, OH
    Apply: DAY

             Is your computer infected with computer viruses? Has your computer network been hacked? Computer and network security should be a concern for all of us. New computer viruses emerge on a daily basis. Hacking is rampant. How do we protect against these attacks? What do we do if viruses and hackers compromise our computers and networks?
             This workshop introduces participants to the problems and principles of computer and network security. Discussions will include how to combat computer viruses, what to do if the computer or the network is compromised and how to prevent it from happening again. Participants will have an opportunity to explore the security of Windows and Linux computers and networks, look at ways to attack the computers and ways to secure the computers. Participants will be expected to take part in discussions and "hands-on" activities designed to increase the understanding of computer and network security.

    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, Computer Viruses, What They Are and How to Prevent Them, was a best seller. 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/.







    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.