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CHAUTAUQUA SHORT COURSES
FOR COLLEGE TEACHERS

2003 Faculty Development Program

 

Course Descriptions



Course: 1

Teaching Creative Thinking to Enhance Critical Thinking
SIDNEY J. PARNES, Buffalo State University, Creative Problem Solving Institute and BEATRICE PARNES, San Diego College
June 12-14, 2003 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 Visioning: State-of-the-Art Processes for Encouraging Innovative Excellence (1988) and Source Book For Creative Problem-Solving (1992). The Source Book is a 50 year anthology of creative problem-solving techniques and processes. Dr. Parnes is a Lifetime Trustee on the Board of the Creative Education Foundation, which presented him its highest award for "Outstanding Creative Achievement" in 1990. He also serves on the Foundations Advisory Board of the Journal of Creative Behavior. Beatrice Parnes will assist with group dynamics. She has devoted 30 years to facilitating creative problem-solving programs and visionizing programs for adults. She is with San Diego College and has taught in special education creative approaches to learning, using methods in her co-authored book Success Oriented Instruction.

Course: 2

Changing Science Courses to Promote Critical Thinking
CRAIG E. NELSON, Indiana University
March 24-26, 2003 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.

          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: 3

Calibrated Peer Review: A Writing and Critical Thinking Instructional Tool
ARLENE RUSSELL, UCLA and TIM SU, City College of San Francisco
July 16-18, 2003 in Los Angeles, CA
Apply: CAL

          Calibrated Peer ReviewTM (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.

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, 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.moisci.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 ReviewTM (CPR) program, a product of the Molecular Science Project, an NSF systemic reform initiative.

Course: 4

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 12-14, 2003 in Stony Brook, Long Island, NY
Apply: SUSB
July 31-August 2, 2003 in Memphis, TN
Apply: CBU

Note:  For the offering at SUSB, low cost housing is available on the Stony Brook Campus. For the offering at CBU housing is available on the CBU 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 or math workshop, lie in the areas of information processing, critical thinking, problem solving, teamwork, communication, self-management, and self-assessment. Performance skills in these areas, just like skills in laboratory work and athletics, can be developed, strengthened, and enhanced through practice. These skills therefore need to be included explicitly in university-level courses, not only to help students be successful in these courses, but also to prepare them for the workplace and for life in general. In a process workshop, students work in teams to acquire information and develop understanding through guided discovery.
          They accomplish tasks and examine models or examples, which provide all the information central to the lesson, in response to critical-thinking questions, which we call key questions. The key questions compel the students to process the information, to verbalize and share their perceptions and understanding with each other, and to make inferences and conclusions, i.e. construct knowledge. They then apply this knowledge in simple exercises and to problems, which require higher-order thinking involving analysis, synthesis, transference, expert methodologies, and integration with previously learned concepts.
          The teams report their results to the class, assess how well they have done and how they could do better, develop strategies for improving their skills, reflect on what they have learned, and submit a written report. The course will model the process-workshop classroom, review teaching strategies that help make it successful, and examine both text-based and computer-based materials that support this learning environment. The process-workshop format is being developed through grants from the National Science Foundation and has been described in two publications: J. Chem. Ed. 77, 120-130 (2000) and 78, 1417-1424 (2001).

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 Education 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 for general chemistry and summer enrichment programs for minority and disadvantaged students, 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: 5

Cognition and Teaching: Part 1
RUTH S. DAY, Duke University
May 7-9, 2003 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/TeachingCompany.

Course: 6

The Nuts and Bolts of Classroom Management: How to Teach Like a Pro
DELANEY J. KIRK, Drake University
July 17-19, 2003 in Seattle, WA
Apply: UWA

          While most "new" teachers are comfortable with the course content of what they are teaching, many do not feel they have been prepared in "how" to teach. Especially lacking is how to manage a classroom (how to handle absenteeism, tardiness, cheating, difficult students; how to set classroom expectations; how to write an effective syllabus, etc).

          Dr. Kirk has 20+ years of teaching experience (learned the hard way sometimes), and numerous years of experience leading workshops on teaching at various academic conferences. This workshop will focus on various issues of classroom management beginning with that ever crucial first day of class. The three-day workshop will include issues such as:
  •  How to establish and maintain your credibility as the instructor from day one
  •  What to do that first crucial day of class to set class expectations
  •  How to convince students that your class is critical to their future success
  •  How to motivate students to take responsibility for their success or failure in class
  •  What classroom policies to include in your syllabus
  •  How to deal with those difficult students who come in late, disrupt class,
      sleep in class, dominate the class discussion, turn papers in late, etc.
  •  Pros and Cons of using teams/how to assign teams, grade assignments, and
      deal with complaints that team members are not doing their share
  •  How to prevent cheating and how to handle it if it does occur
  •  How to get responsible and useful feedback from students to improve your teaching
          In addition, participants of this interactive workshop are encouraged to bring their questions about classroom management and also share what has and has not worked in the past for them. At the end of the workshop, you should feel more confident about your ability to manage your classroom.
          This workshop would be particularly useful to those faculty members who are beginning their teaching career, new faculty the first few years out of their educational programs or experienced faculty with questions as to how to manage this "new" generation of college students. In general, if you want to improve your classroom evaluations and become a better classroom manager, this workshop is for you.

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

Dr. Kirk is a Professor of Management at Drake University with over 20 years of teaching experience in both large and small, public and private universities. Dr. Kirk has conducted teaching colloquiums at various conferences, including the Southwest Academy of Management from 1997-2001 and was selected for the prestigious Drake University Board of Governor's "Excellence in Teaching" Award. She is currently writing a book on classroom management.

Course: 7

Improving Student Learning Using Classroom Assessment Techniques
JON STRATTON, Walla Walla Community College
June 26-28, 2003 in Seattle, WA
Apply: UWA

          With the current national emphasis on assessment, many 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 present a fifteen minute lecture on any subject to the class and will practice a variety of assessment techniques.
          At the simplest level, CATs are used to discover how well students have learned what teachers want them to learn on a given day. After examining the results, teachers can modify instruction accordingly. For example, a teacher solicits from each student an anonymous written response to the question, "What is the most important thing you've learned today?" Reviewing the results provides the teacher with reactions to two (at least) important questions: How well did the students learn what the teacher thinks is "the most important thing" taught today? What clues for improving instruction in this specific class are contained in the responses?
          On a more complex level, CATs are context-dependent, interactive, multiple-focused, formative, largely qualitative assessments. They are "conversational" rather than "standardized," "personal" rather than "disengaged." Participants will work from Classroom Assessment Techniques, by Thomas A. Angelo and K. Patricia Cross.

For college teachers of: all disciplines. High school teachers are also welcome on a space available basis. Prerequisites: none.

Dr. Stratton is an Instructor in Philosophy and Humanities Division Chair at Walla Walla Community 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: 7A

What Do They Know? - Assessing Student Learning
KAREN CUMMINGS, Southern Connecticut State University and BRADFORD C. LISTER, Rensselaer Polytechnic Institute
June 26-27, 2003 in Troy, NY
Apply: RPI

          This interactive workshop will focus on exposing participants to key issues involved in the development and use of student assessments for purposes other than grading. The assessment models to be discussed include the use of:
  •  Ongoing (or formative) assessment of student understanding for real time course
      adjustment and/or self-evaluation on the part of students.
  •  End of the course (or summative) assessment of student understanding as a tool
      to evaluate ones current curriculum or a curricular innovation.
  •   Learning assessments as part of a cyclic curriculum development process
      (action research).
  •  Assessment of student attitudes and beliefs as an aid in improving learning
      outcomes or course satisfaction levels.
  •  Learning assessments as a tool for the measurement of learning transfer between courses.
          The primary goal of the workshop is to leave participants well positioned to use assessment as a tool for educational improvement in their own institution. Hence, ample time will be allotted to discussion of participant concerns and questions. Several activity oriented sessions will be held which will allow participants “hands-on” experience in developing and administering assessments as well as in interpretation of assessment outcomes. Specific issues to be addressed in these sessions include:
  •  Using technology to facilitate assessment data collection and analysis
  •  Interpretation of assessment results
  •  Developing assessment tools for use in your own courses
  •  Overcoming common obstacles to the implementation of an assessment plan


For college teachers of: all disciplines Prerequisites: none.

Dr. Cummings is an Associate Professor of Physics at Southern Connecticut State University and a Visiting Scientist at Rensselaer. She is a committed member of a national community of educators who use assessment as a tool for improvement of undergraduate mathematics, engineering and science education. She played a central role in the development and assessment of Rensselaer’s activity-based Studio Physics program and is co-principle investigator on a National Science Foundation grant to assess learning transfer between the introductory courses and later courses required in an engineering major. She is also working on development of a quantitative problem solving assessment. She is a member of the American Association of Physics Teacher’s committee on Research in Physics Education and a member of the executive board for the American Physical Society’s Forum on Education. She is a textbook author, has published numerous assessment related articles, and is co-editor of the Proceedings of the National Physics Education Research Conference. Dr. Lister is Director of the Anderson Center for Innovation in Undergraduate Education and Professor of Biology at Rensselaer. As director of the Anderson Center, an internationally recognized incubator for curriculum reform, he works with leaders throughout higher education, K-12, and industry to create scalable, economical methods for improving both the accessibility and effectiveness of education in the United States. He has been an invited speaker at numerous symposia on education and technology including recent presentations at the Stanford Conference on Learning from the Net, keynote addresses at the IBM Global Learning Colloquium, and the International Congress on Educational Technology. At Rensselaer, he has developed and taught a number of courses that emphasize hands-on, experiential learning including Studio Ecology, Studio Statistics, and One Mile of the Hudson. With funding from the Sloan, Lucent and AT&T Foundations, he developed the Next Generation Studio model that integrates synchronous and asynchronous learning. Dr. Lister has conducted major assessments of Rensselaer’s laptop computing initiative, the new Bioinformatics program and, in collaboration with the Center for Advanced Educational Services at MIT, the MIT Physics Interactive Video Tutor (PIVoT). Recently he received a $300,000 grant to create educational content in science and engineering courses that matches the cognitive and learning styles of Rensselaer’s increasingly diverse student body, and a four year $350,00 NSF grant to conduct research on assessing, understanding and improving the transfer of learning in math, science and engineering.

Course: 8

The Five Biggest Unsolved Problems in Science: An Interdisciplinary Perspective
CHARLES M. WYNN, Eastern Connecticut State University and ARTHUR W. WIGGINS, Oakland (Michigan) Community College
June 19-21, 2003 in Austin, TX
Apply: TXA

          Scientific methodology, the underlying theme of most interdisciplinary science courses, is usually presented through a discussion of the evolution of scientific knowledge from ancient Greece to the present. This course presents an extension of this perspective: a future-oriented interdisciplinary science course that focuses on The Five Biggest Unsolved Problems in Science.
          In the true spirit of science, and in contrast to the rumored "end of science," this approach provides an open-ended view of the pursuit of knowledge by the natural sciences: physics, chemistry, biology, geology, and astronomy. Discussions will begin with an overview of what we know about each (including its most comprehensive idea) and then proceed to what we don't know (including its biggest unsolved problem). Once the course directors have presented their suggestions for most comprehensive idea and biggest unsolved problem, participants will be given the opportunity to offer dissenting views.

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. Dr. 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, Quantum Leaps in the Wrong Direction: Where Real Science Ends and Pseudoscience Begins, and The Five Biggest Unsolved Problems in Science (Spring 2003).

Course: 9

The Seven Warning Signs of Voodoo Science
ROBERT L. PARK, The University of Maryland
May 19-21, 2003 in Philadelphia, PA
Apply: TUCC

          A best-selling health guru insists that his brand of spiritual healing is firmly grounded in quantum theory; half the population believes Earth is being visited by space aliens who have mastered faster-than-light travel; and educated people are wearing magnets in their shoes to restore their natural energy. Have scientists set people up for this? In our eagerness to share the excitement of discovery, have we conveyed a message that the universe is so strange that anything can happen? What can we tell non-scientists that will help them judge which claims are science and which are voodoo. Participants will be give a copy of Dr. Park's book Voodoo Science.

For college teachers of: all disciplines Prerequisites: none.

Dr. Park is Professor of Physics at the University of Maryland and Director of the Washington Office of the American Physical Society. He became chair of the Department of Physics and Astronomy in 1978. He is the founding editor of Applications of Surface Science and he is a Fellow of the American Vacuum Society, the American Association for the Advancement of Science, and the American Physical Society. On his sabbatical year in 1982, he was asked by the American Physical Society to open an Office of Public Affairs in Washington D.C.; he divides his time between the APS and the University of Maryland. Park is the author of What's New, a controversial weekly electronic commentary on science policy issues. He is also a regular contributor of opinion articles in major newspapers, and a frequent guest on radio and television news programs. In 1998, he received the Joseph A. Burton Award of the American Physical Society for his contributions to the public understanding of issues involving the interface of physics and society. He is the author of the book, Voodoo Science (2000, Oxford University Press).

Course: 10

Bringing Project Based Instruction Into the College Classroom
ANTHONY J. PETROSINO, The University of Texas at Austin
May 8-10, 2003 in Austin, TX
Apply: TXA

          This three-day workshop focuses on developing coherent and classroom tested methods for bringing project-based instruction into the teaching of science. This approach places students in activities that develop knowledge as well as an understanding of how scientists study the natural world. As indicated in the National Science Education Standards, this method allows for students to identify assumptions, use critical thinking, and consider alternative explanations. Nevertheless, while there is a clear call for project based or "inquiry" forms of instruction from many national organizations, there exists relatively little practical advice on how to bring this pedagogy to the college classroom.
          Using material developed for the NSF funded VaNTH project (Vanderbilt, Northwestern, Texas, Harvard/MIT) in bioengineering, as well as materials developed under a NASA Space Grant Fellowship, this course will explain the theoretical foundations of project-based instruction, incorporation of the recent How People Learn findings from the National Research Council, and the process of overcoming the day to day challenges of implementing project based instruction in the college classroom. Participants will get both a firmly rooted theoretical foundation as well as a practical and operational method for implementing this form of instruction. Issues of assessment, prior knowledge, technology, and learning theory will be fully integrated in this three-day course.

For college teachers of: science education and general non-science majors. Prerequisites: none.

Dr. Petrosino is an assistant professor in Science Education at the University of Texas at Austin. He has developed a course entitled Project Based Instruction in Mathematics and Science for the NSF funded UTeach program. In addition, he has published numerous papers on both technology integration and project based instruction. His specific area of research centers of the use and analysis of data by K-12 students in inquiry environments. Upon completing his doctorate at Vanderbilt University's Learning Technology Center, Dr. Petrosino completed two years of post doctoral study tat he University of Wisconsin's Wisconsin Center for Educational Research where he was a Fellow with the National Center for Achievement in Mathematics and Science. http://www.edb.utexas.edu:16080/petrosino/

Course: 11

Training Students in Team Work: Project Management, Personal Effectiveness and Interpersonal Effectiveness
DAVID I. BIGIO, University of Maryland
June 22-24, 2003 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 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 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 NSF, the BESTEAMS curriculum addresses development of three key aspects of team functioning: personal effective-ness, interpersonal effectiveness, and 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 weaknesses in order 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. The BESTEAMS curriculum is also designed to progress 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). 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. Participants will engage in the following interactive sessions: training in the various modules, typical problems of teams, knowing your students, and team training versus teaching content.

For college teachers of: undergraduate students in engineering, science, and technology. Any discipline, especially those with student teams. Prerequisites: none.

Dr. Bigio has been involved with curricula development for the past nine years. He has spearheaded the redesign of a number of core engineering courses, including the Engineering Project, Fluid Dynamics and capstone Engineering Design courses. He participated in the joint SCTP, ECSEL and WIE sponsored program for the redesign of engineering courses. His work with Dr. J. Duncan has generated a new design for engineering classes that is being implemented in other courses. He was a CTE-Lilly Teaching Fellow for 1996-1997. He received the Kent Poole Senior Faculty Teaching Award for -2003. Dr. Bigio has been the Education Chair for the Extrusion Division of the SPE. Finally, he is a leader in BESTEAMS - a program to create a team training program over the undergraduate program. Modules are being created in personal, interpersonal and project management areas that can be delivered as part of the course. This program recently received funding from NSF-CCLI-EMD - to create the 4-year curriculum and educational materials.

Course: 12

Peer-Led Team Learning
PRATIBHA VARMA-NELSON, Northeastern Illinois University and MARK CRACOLICE, The University of Montana
May 19-21, 2003 in Pasadena, CA
Apply: CAL

          The Workshop Project has developed a model of Peer-Led Team Learning (PLTL) that has been tested and successfully implemented in chemistry, biology, physics and mathematics 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 trained 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. Varma-Nelson is a Professor of Chemistry and Chair of Chemistry, Physics & Earth Science at Northeastern Illinois 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. Cracolice is an Associate Professor of Chemistry and the Director of the Center for Teaching Excellence 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.

Course: 13

Mechatronic System Design: Integrating Mechanical, Electrical, Control, and Computer Engineering
KEVIN C. CRAIG, Rensselaer Polytechnic Institute
July 16-18, 2003 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 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, Mechatronics and Mechatronic System Design, and the graduate course Sensors and Actuators in Mechatronics.Over the past several years, he has conducted hands-on, integrated, customized, mechatronics workshops for practicing engineers at Xerox, Pitney Bowes, Dana Corp., Procter & Gamble, NASA Kennedy Space Center, U.S. Army ARDEC, and for the ASME Professional Development Program. Since coming to Rensselaer in 1989, he has graduated 23 M.S. students and 15 Ph.D. students. He currently advises 2 full-time M.S. students and 3 full-time Ph.D. students. He is the author of over 20 refereed journal articles and over 50 conference papers. Emphasis in all his research is on a balance between modeling/analysis/simulation and hardware verification/implementation.

Course: 14

A Better Understanding of the USA Space Program
STEVEN DUTCZAK, Kennedy Space Center and GILBERT YANOW, NASA/Jet Propulsion Laboratory
August 4-8, 2003 at the Kennedy Space Center
Apply: CAL

          From almost the very start of the U.S. 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. A panel will discuss aspects of the fascinating history of the U.S. Space Program. The people who are on the 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 Dutczak 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. 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: 15

Nanotechnology and Nanostructured Materials and Devices
R. W. SIEGEL, P. M. AJAYAN, J. DORDICK, P. KEBLINSKI, L. S. SCHADLER, AND M. SHUR, Rensselaer Polytechnic Institute
June 23-24, 2003 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 when the sizes of the nanoscale building blocks become smaller than the critical length scale for any particular property. Investigations of the 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 sessions by leading researchers and educators at Rensselaer. These sessions 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. 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. Dr. Shur has published technical papers and books, won several awards, and holds over 25 patents on solid-state devices. Dr. 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. He 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. She received a NSF National Investigator Award (1994) and ASM Bradley Staughton Award for Excellence in Teaching (1997). Her research interests primarily are in the mechanical behavior of traditional polymer composites and nanocomposites. She has co-written and published several papers, and has won numerous outstanding honors and awards of excellence. 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: 16

Exciting Students About Science and Technology Using Materials Science
JOHN RUSIN, Edmonds Community College, DEBORAH GOODWIN, Chillicothe High School, and RYAN LONG, North County High School
June 9-13, 2003 in Bonne Terre, MO
Apply: UWA

          Materials Science and Technology is a course proven to help students at all levels understand the role of technology in our society and to encourage them to take more courses in science, math and technology. This five day Chautauqua course, sponsored jointly with the EMTECH program, provides instructors with hands-on experience with the Materials Science and Technology (MST) curriculum, along with needed teaching pedagogy and resources. This course is appropriate for instructors at all levels who want to include real science examples and labs with their courses. High school and community college instructors in technology, science or mathematics may be eligible to receive a stipend of $60/day from the EMTECH program for participating in this five-day course. Shared lodging is also available for those traveling from more than 50 miles from the site.
          Enhancement of Materials Technology for Manufacturing (EMTECH) at Edmonds Community College, Lynnwood, WA, is an NSF-funded project based on past experiences in the areas of curriculum development, teacher training and student programs in Materials Technology. Materials Science and Technology are topics that excite students' interest because the student has everyday, hands-on experience with materials. Thus materials topics are great motivators in any engineering, technology or science course. Materials are also a very important and an integral part of the manufacturing process. Society needs to better understand the role of materials in everyday life. Materials Science activities can also be used in both academic and vocational courses and thus assists in the transition for technology students across the high school-community college boundary.

For college teachers of: science, mathematics or technology. High school teachers are also welcome on a space available basis. Prerequisites: none.

Dr. Rusin is Principle Investigator of the EMTECH program at Edmonds Community College, Lynwood, WA. He is a materials scientist with experience in industry, national laboratory and in college settings. His leadership in enhancing the education of students in science and technology has resulted in adoption of materials science in schools across the country. Further EMTECH information may be found at http://emtech.edcc.edu. Deborah Goodwin and Ryan Long are science and technology teachers at High Schools in Chillicothe and Bonne Terre, MO, respectively. They have been highly successful in developing the MST course for students, and have several years experience in leading these hands-on institutes where other teachers learn this subject.

Course: 17

The History and Future of Aeronautics
TERRY FLOWERS, St. Catherine's College and GILBERT YANOW, NASA/Jet Propulsion Laboratory
June 11-13, 2003 at the Dryden Flight Research Center
Apply: CAL

          This course will be part of the 100th anniversary of the flight of the Wright brothers
          It has only been a hundred years since humans have left the ground and experienced powered flight. Since then, we've come a long way, and we have yet a long way to go. This program will be held at the NASA Dryden Flight Research Center at Edwards Air Force Base where the latest flight research in the world is being conducted. Participants will explore the history of flight and the contributions of the Wright Brothers in the goal of understanding how the physics of flight can be applied through high lift devices, control and stability, and general aircraft performance. A look to the future from what we know today and what we can expect for the future. Tours of research flight vehicles will be a part of the group activities.

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 welcome on a space available basis. Prerequisites: none required, but some of the discussion will cover basic physics applied to flight.

Dr. Flower is a Professor of Physics at the College of St. Catherine. He teaches physics and astronomy and has led other Chautauqua courses. He was an Air Force pilot and is an active pilot of small airplanes including gliders. Dr. Yanow is the Outreach Coordinator for the Genesis Mission. He is also working with other JPL projects. Dr. Yanow is the Director of the CAL Chautauqua Center.

Course: 18

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 and ROBERT GROSSMAN, Kalamazoo College
May 28-30, 2003 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 was 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 his 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. Dr. Grossman is a Professor of Psychology at Kalamazoo College who has been using case studies and other cooperative learning techniques in his college teaching for the past thirty years. His speciality in psychology is in the clinical area though his doctoral research was in physiological-experimental psychology at Michigan State University. He did his post-doctoral clinical internship at the University of Pennsylvania's Center for Cognitive Therapy in a program supervised by Aaron Beck, M.D. In 1993-94 he did a sabbatical leave with Craig Nelson studying innovations in college science teaching.

Course: 19

Women and Minorities in the Sciences: A History of the Past and Strategies for the Future
CATHERINE DIDION, Association for Women in Science and JAMES STITH, American Institute of Physics
May 8-10, 2003 in Washington, DC
Apply: SUSB

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

For college teachers of: all disciplines. Prerequisites: none

Dr. Didion has been Executive Director of the Association for Women in Science. 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. Dr. Stith is the Vice President of Physics Resources for the American Institute of Physics. A physics education researcher, his primary interests are in Program Evaluation and Teacher Preparation and Enhancement. He was formerly a Professor of Physics at The Ohio State University and spent 21 years on the faculty of the United States Military Academy at West Point. He has also been a visiting Associate Professor at the United Air Force Academy, a Visiting Scientist at the Lawrence Livermore National Laboratory, a Visiting Scientist at the University of Washington, and an Associate Engineer at the Radio Cooperation of America. He is a past president of the American Association of Physics Teachers, a Fellow of the American Association for the Advancement of Science, a Fellow of the American Physical Society, a Chartered Fellow of the National Society of Black Physicists, and a member of the Ohio Academy of Science.

Course: 20

Data Analysis and Visualization Using ‘Mathematica'
FLIP PHILLIPS, Skidmore College
May 18-20, 2003 Memphis, TN
Apply: CBU

          This course will address the use of the software Mathematica in the science classroom emphasizing graphical presentation techniques. 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. Sub-sequently, participants 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. His home page is http://www.skidmore.edu/~flip.

Course: 21

Abandoning Dead Ends: Presenting the Heart of Mathematics to All Students
MICHAEL STARBIRD, The University of Texas at Austin
May 22-24, 2003 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.

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

Course: 22

Harmonic Analysis and Partial Differential Equations in the Undergraduate Curriculum
ANDREW J. BERNOFF, Harvey Mudd College and DANIEL GOROFF, Harvard University
June 29-July 19, 2003 in Park City, UT
Apply: PITT

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 February 15, 2003. Those unable to meet that deadline should contact the PCMI office directly.

          Harmonic analysis and partial differential equations arise naturally in the applications of mathematics to physical problems such as the oscillation of a drumhead, the conduction of heat in a metal bar, or the shape of a fluid droplet. Consequently the subject is often taught both as a service course to other disciplines (notably Engineering and Physics) and as a first course applying analysis to physically inspired problems for our own majors. One of the major obstacles in the teaching of this course is relating the tedious algebraic manipulation of infinite sums of eigenfunctions to the visualization of the underlying phenomena. However, the course provides an ideal opportunity for kindling students curiosity about areas of active research in mathematics and its applications.
          In this program we will address these issues in two separate threads:
1) Effective methods for incorporating technology into the undergraduate curriculum, and
2) Strategies for involving students in an undergraduate research program.
          We will also use these threads for addressing the complementary roles of the classical lecture style and the modern trend toward small group work as effective methods of teaching.
          In the first thread we will address strategies for incorporating technology in the course (in particular MAPLE), with the goal of helping students obtain a more physical and visual grasp of the material. This portion of the course will be closer to a traditional lecture format (with some computer lab components). We will cover the derivation of some basic PDEs (Heat equation, Wave equation, Laplace's equation),the method of separation of variables, eigenfunction expansions, Sturm-Liouville problems and special functions (in particular Bessel functions).
          The second thread will be devoted to strategies for promoting undergraduate research in partial differential equations and harmonic analysis. This portion of the course will be run as a seminar, and will concentrate on working in small groups and developing presentation skills. We will discuss setting up a problem solving seminar aimed at freshmen and sophomores as a natural forum for interesting students in research and helping them develop problem solving skills. The participants will also be encouraged to take on research projects in small groups, concentrating on problems such as modeling mixing in fluids via Monte Carlo methods (corresponding to solving an advection-diffusion equation) and determining static configuration of fluid droplets via energy minimization (corresponding to a minimal surface problem).
          All mathematics faculty members interested in harmonic analysis and partial differential equations in the undergraduate curriculum are invited to apply to this program. Only a modest acquaintance with the material will be assumed. However, faculty members with experience teaching partial differential equations in the undergraduate curriculum and/or supervising undergraduate research in the area 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 with a strong interest in undergraduate education. Prerequisites: Two years of undergraduate mathematical teaching experience. This program is generally not for graduate students or new PhD's.

Dr. Bernoff received his Ph.D. in Applied Mathematics from the University of Cambridge in 1988 and is presently a Professor of Mathematics at Harvy Mudd College. His reseaerch interests center around the application of dynamical systems, asympototics and self-similarity to understanding problems arising at small scales in fluid dynamics, surface chemistry, and material science. His cross-disciplinary research program features collaborations with both undergraduates and faculty in engineering, physics, and chemistry. He is presently on the editorial board of the Education Section of SIAM Review. Dr. Goroff is Professor of the Practice of Mathematics at Harvard University and Associate Director of the Derek Bok Center for Teaching and Learning. He is also coordinator of PCMI's Undergraduate Faculty Program.

Course: 23

Statistics: An Indispensable Tool for Decision-Making in a World of Data
RICHARD L. SCHEAFFER, University of Florida, Gainesville
June 26-28, 2003 in Memphis, TN
Apply: CBU

          We live in a world of data. From the food we eat to the TV we watch, the quality and quantity of what is available is determined by surveys or experiments. Surveys determine the unemployment rate and the consumer price index, which drive many economic programs of our country. Experiments help engineers develop manufactured products of higher quality and medical scientists improve treatments for disease. Those not directly involved in conducting research must still understand something of how data is collected and analyzed if they are to make intelligent decisions on such questions as nutritional value of food, fuel efficiency in cars, or which medicine to take for an illness. Quantitative reasoning skills are essential if one is to be an informed citizen or productive worker. Almost all disciplines see a need for quantitative reasoning, and statistics enrollments in colleges and universities are the most rapidly increasing among the mathematical sciences.
          How then can we make the seemingly dull subject of statistics interesting to modern students, who have grown accustomed to rapid-fire TV commercials and video games? One way is to get the students actively involved in their own learning through hands-on activities that engage their attention and interest. This workshop is built around a set of activities designed to involve the student in learning fundamental concepts of statistics through experience, rather than through listening to lectures. Concepts covered include the basics of univariate and bivariate data exploration, designing sample surveys and experiments, sampling distributions for summary statistics, confidence intervals and tests of significance, in short, those concepts found in most introductory statistics courses. Many of the activities come from the NSF-Funded Activity Based Statistics project. There will be time for participants to share their own favorite activities with the group. Computers will be used on occasion for the analysis of data, but the workshop is not intended to provide an in-depth look at statistical software.

For college teachers of: mathematics and statistics. Prerequisites: some knowledge of elementary statistics and use of computers, interest in teaching statistics.

Dr. Scheaffer is Professor of Statistics, and 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: 24

Cryptology
ROBERT EDWARD LEWAND, Goucher College
July 7-9, 2003 in Memphis, TN
Apply: CBU

          Widespread participation on the Internet has brought forth renewed interest in issues of security and confidentially. From the earliest days of writing, there have been occasions when individuals have desired to limit their information to a restricted group of people. They had secrets they wanted to keep. To this end, such individuals developed ideas by means of which their communications could be made unintelligible to those who had not been provided with the special information needed for decipherment. The general techniques used to accomplish such a purpose, i.e. the hiding of the meaning of messages constitute the study known as cryptology.
          In this course we will examine the two major categories of cryptology, namely ciphers and codes, in particular our topics will include substitution, transposition, and foreign language ciphers, security, authentication, public key cryptology, and anonymity.

For college teachers of: all disciplines. Prerequisites: a high comfort level with elementary college mathematics, a basic knowledge of programming language would be helpful but not required.

Dr. Lewand is a professor of Mathematics and Computer Science of Goucher College where his work has been recognized with awards for both outstanding teaching and research. He is co-author of several books on artificial intelligence and has published and delivered papers on topics as diverse as algorithmic music and recursion theory. He chaired a special session in 1997 on the topic of Mathematics and Sports at the annual joint meeting of the Mathematical Association of America and the American Mathematical society. In 2002 he was awarded the John M. Smith prize for Distinguished College or University Teaching by the Maryland-DC-Virgginia Section of the Mathematical Association of America.

Course: 25

Promoting Active Learning in Introductory Physics Courses: I and II
PRISCILLA W. LAWS, Dickinson College, DAVID R. SOKOLOFF, University of Oregon, and RONALD K. THORNTON, Tufts University
March 17-19, 2003 (II) in Rio Piedras, PR
Apply: TUCC, Apply: UPR
June 5-7, 2003 (I) in Carlisle, PA
Apply: TUCC
July 24-26, 2003 (II) in Eugene, OR
Apply: CAL

Note:  Course I will be held at Dickinson College, Carlisle, PA, and Course II will be held at University of Puerto Rico (March), Rio Piedras, PR and at the University of Oregon (July), Eugene, OR. For the offering in Puerto Rico, applications from the mainland should be sent to the TUCC Field Center and applications from Puerto Rico should be sent to the UPR satellite center.

          These Chautauqua courses are designed for those interested in making major changes in introductory physics courses or in other introductory science courses. The focus will be on giving participants direct experience with methods for promoting active involvement of students in the learning process through activity-based physics strategies.
          Participants will explore activities from several successful curriculum development projects which share common goals and techniques, all of which are based on the outcomes of physics education research and the comprehensive use of microcomputers. (The microcomputer-based tools used are available for Macintosh, Windows and MS-DOS computers.) The emphasis will be on activity-based learning in laboratory, workshop (studio) and lecture environments, including strategies for better integration of lecture and laboratory sessions. Samples of the 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 colleges and large universities. We will also explore effective methods for evaluation of the learning of physics concepts. Studies have demonstrated substantial and persistent learning by students who have used the materials from this course.
          Course I will focus on first semester topics: mechanics, heat and thermodynamics. Use of computers will include data collection and analysis with microcomputer-based laboratory (MBL) tools, basic mathematical modeling using MBL software and spreadsheets, and basic interactive video analysis.
          Course II will focus on second semester topics: electricity and magnetism, waves and optics. In addition to the use of computers for data collection and analysis (using MBL tools) this course will explore more advanced mathematical modeling and more advanced video analysis. (NOTE: Participants do not need to have completed Course I to enroll in Course II.)
          Reasonably priced accommodations, including dorms will be arranged for these courses.

For college teachers of: introductory physics and other introductory science and mathematics disciplines. Prerequisites: none.

Dr. Laws is a Professor of Physics at Dickinson College where she and her colleagues have developed a workshop method for teaching physics without lectures. Students in Workshop Physics courses use several related computer applications including spreadsheets linked dynamically to graphs for modeling, microcomputer interfacing for real-time data collection, and video analysis software. Workshop Physics has been published by John Wiley and Sons. Dr. Sokoloff is Professor of Physics at the University of Oregon where he integrates classroom testing on research-based curricula with the assessment of conceptual learning in introductory courses with large enrollments. He is the principal author (along with Ronald Thornton and Priscilla Laws) of Real-Time Physics--computer-supported active learning laboratories for use in traditional university settings. (Published by John Wiley and Sons.) He is also co-developer (along with Ronald Thornton) of (ILDs) 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 Departments 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. He is currently working (with David Sokoloff) on web-based delivery of ILDs, and the development of ILDs in other science disciplines.

Course: 26

Archaeoastronomy in the Maya Ruins of Copan San Pedro Sula / Copan / Quirigua
ED BARNHART, The University of Texas at Austin
June 21-27, 2003 in Honduras
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 $190, lodging $440, meals $160, and entrance fees $75.

          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 five-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.
          Copan, an ancient Maya ruins in the mountains of western Honduras, will be home base for the course. The group will stay comfortably in the nearby modern town of the same name. More than most Classic Maya cities, Copan has an abundance of archaeoastronomical evidence, both in architectural forms and hieroglyphic texts. Late in the city's history they began to use the 819 calendrical cycle, a cycle used to track the movements of Jupiter and Saturn. The 819 cycle was first developed in Palenque, a contemporary Maya city located over 1000 miles away in Chiapas, Mexico. Its implementation in Copan less than 20 years after its creation implies that there was a communication network among astronomers that spanned the ancient Maya world. The hieroglyphic evidence behind these historical facts as well as the methods and motivations of the ancient Maya will be discussed in the ruins and during nightly lectures.
          The group will fly into San Pedro Sula, Honduras where they will spend their first night and attend an orientation lecture. In the morning they will take the six-hour trip to Copan. The next few days will involve tours of the ruins by day and lectures in the evenings. Site archaeologists will provide tours of the over five kilometers of tunnels excavated underneath the ruins where they have uncovered the city's earlier construction phases all the way down to the buildings of Copan's first dynastic king, Yax K'uk' Mo'. On the fourth day the group will cross the border into Guatemala to visit one of Copan's subordinate city's, Quirigua. Located in the middle of an enormous banana plantation, Quirigua contains the largest carved monuments ever produced by the Maya (some stand in excess of ten meters in height!). The final day of the course will be free time in the morning and then travel back to San Pedro Sula where the group will spend their last night and attend the closing lecture.

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.

Dr. 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. In 1995 he worked with the University of Pennsylvania on the Copan Early Acropolis Project and 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: 27

Learner-Centered Introductory Astronomy Teaching
TIMOTHY SLATER, University of Arizona, STEPHEN POMPEA, National Optical Astronomical Observatory and KATHERINE GARMANY, Columbia University, BioSphere2
May 18-20, 2003 in Oracle, AZ
Apply: CAL

          Astronomy provides a unique environment for teaching the excitement of scientific inquiry to students. At the same time, high quality astronomy teaching presents an ardent challenge because students who most often elect to take astronomy courses are frequently apprehensive of science and mathematics courses in general. This three-day, interactive teaching excellence workshop will focus on dilemmas astronomy teachers face and develop practical solutions for the troubling issues in curriculum, instruction, and assessment. After reviewing the latest research about how students learn, participants will define and set measurable student learning goals and objectives for students in their astronomy courses. Participants will also be introduced to Native American star knowledge and archeo-astronomy of the desert southwest cultures. To improve instruction, participants will learn how to create productive learning environments by using interactive lectures, peer instruction, engaging demonstrations, collaborative groups, tutorials, computer-based laboratories, and observational projects. Participants will also learn how to write more effective multiple-choice tests and implement authentic assessment strategies including portfolio assessment, performance tasks, and concept maps. Participants, and their families, will be invited to an evening star party at the BioSphere2 under the uniquely clear and dark Arizona skies where participants will get hands-on training on using telescopes. Optional daytime tours to some of the world's best astronomical observatory facilities will be made available.
          Workshop texts include: (i) Learner-Centered Astronomy Teaching, Slater and Adams, Prentice Hall, 2002; (ii) Great Ideas for Teaching Astronomy, Pompea, Brooks Cole, 2000; and (iii) Lecture-Tutorials for Introductory Astronomy, Adams, Prather, & Slater, Prentice Hall, 2002.

Dr. Slater is an associate professor of astronomy and the Director of the Science and Mathematics Education Center at the University of Arizona and the author of Learner-Centered Astronomy Teaching. Dr. Pompea is the Manager of Science Education, Public Affairs and Educational Outreach Department at the National Optical Astronomical Observatory and editor of Great Ideas for Teaching Astronomy. Dr. Garmany is a Columbia University associate Professor of astronomy at BioSphere2 where she oversees the Universe Semester curriculum and the BioSphere2 observatory. The workshop leaders have published numerous articles and books on active learning in astronomy and have coordinated curriculum development and professional development projects for professional societies, NASA, and the National Science Foundation.

Course: 28

Teaching Introductory Astronomy
GARETH WYNN-WILLIAMS, Institute for Astronomy, University of Hawaii
May 30 - June 1, 2003 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: 29

A Radio View of the Universe and the New Green Bank Telescope
PHILIP JEWELL and STAFF, National Radio Astronomy Observatory
May 27-29, 2003 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 Course #30 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 staff includes other scientists, electronic engineers and programmers.

Course: 30

Interferometry in Radio Astronomy, the VLA and the VLBA
DAVID G. FINLEY and STAFF, National Radio Astronomy Observatory
July 23-25, 2003 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 Course #29, 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: 31

Teaching Astronomy Under Hawaiian Skies
TIMOTHY SLATER, University of Arizona, STEPHEN POMPEA, National Optical Astronomical Observatory and CATHARINE GARMANY, Columbia University, BioSphere2
July 14-16, 2003 in Honolulu, HI
Apply: CAL

Note:  This course will be offered at the University of Hawaii Institute for Astronomy in Honolulu.

          Astronomy provides a unique environment for teaching the excitement of scientific inquiry to students. At the same time, high quality astronomy teaching presents an ardent challenge because students who most often elect to take astronomy courses are frequently apprehensive of science and mathematics courses in general. This three-day, interactive teaching excellence workshop will focus on dilemmas astronomy teachers face and develop practical solutions for the troubling issues in curriculum, instruction, and assessment. After reviewing the latest research about how students learn, participants will define and set measurable student learning goals and objectives for students in their astronomy courses. Participants will also be introduced to ancient principles of Polynesian navigation and archeo-astronomy of the Pacific cultures. To improve instruction, participants, will learn how to create productive learning environments by using interactive lectures, peer instruction, engaging demonstrations, collaborative groups, tutorials, computer-based laboratories, and observational projects. Participants will also learn how to write more effective multiple-choice tests and implement authentic assessment strategies including portfolio assessment, performance tasks, and concept maps. Participants, and their families, will be invited to an evening star party on the Island of Oahu under the uniquely clear and dark Hawaiian skies where participants will view the jewels of the Southern Cross.
          Workshop texts include: (i) Learner-Centered Astronomy Teaching, Slater and Adams, Prentice Hall, 2002; (ii) Great Ideas for Teaching Astronomy, Pompea, Brooks Cole, 2000; and (iii) Lecture-Tutorials for Introductory Astronomy, Adams, Prather, & Slater, Prentice Hall, 2002.
          This course can be grouped with The Giants of Manua Kea course, after the July 4th holiday.

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

Dr. Slater is an associate professor of astronomy and the Director of the Science and Mathematics Education Center at the University of Arizona and the author of Learner-Centered Astronomy Teaching. Dr. Pompea is the Manager of Science Education, Public Affairs and Educational Outreach Department at the National Optical Astronomical Observatory and editor of Great Ideas for Teaching Astronomy. Dr. Garmany is a Columbia University associate Professor of astronomy at BioSphere2 where she oversees the Universe Semester curriculum and the BioSphere2 observatory. The workshop leaders have published numerous articles and books on active learning in astronomy and have coordinated curriculum development and professional development projects for professional societies, NASA, and the National Science Foundation.

Course: 32

Giants of Mauna Kea
GILBERT YANOW and DAVID SEIDEL, NASA/Jet Propulsion Laboratory
July 7-10, 2003 in Hilo, HI
Apply: CAL

Note:  This course is run in partnership with the Office of Mauna Kea Management, University of Hawaii at Hilo.

          The Summit of Mauna Kea on the Big Island of Hawaii is the world's premier site for ground based astronomy. The advances in astronomy that will be made over the coming years with the advent of new technologies can be compared to the changes that occurred with the introduction of the telescope. This course is a four-day program on the big Island of Hawaii featuring a day of background lectures on many of these new technologies, given by astronomers and engineers from the observatories atop Mauna Kea These talks will be given at the Hilo campus of the University of Hawaii. We will spend two days visiting the local offices of observatories (Hilo and the other side of the Island) for additional background on these sites atop Mauna Kea. These observatories will not only include the 10 m Keck, but also the 8.1 m Gemini, the 8.3 m Subaru, the Canada-France Hawaii, and others. These three days will prepare you for when we will drive to the almost 14,000 foot summit of the worlds tallest volcano, Mauna Kea, to visit some of observatories. 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. Visits to Volcano National Park will also be arranged for some off hour times.

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. Yanow is presently the Outreach Coordinator for the Genesis Mission, and is a member of the Deep Impact Project science team. He has been at JPL for 28 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs. David Seidel is the K-12 Education Officer at JPL at the Jet Propulsion Laboratory (JPL). In this capacity he works closely with the science team members of the various missions. He also overseas all the K-12 educational materials produced. He acts as the JPL TV commentator during active Mars missions. His background is in the field of astronomy and geography. He also holds a master's degree in science education and has taught high school science.

Course: 33

Aurora Borealis and Other Arctic Phenomena
SYUN AKASOFU, International Arctic Research Center, JOHN KELLEY and VIKAS SONWALKAR, University of Alaska Fairbanks, and GILBERT YANOW, NASA/Jet Propulsion Laboratory
March 19-21, 2003 in Fairbanks, AK
Apply: CAL

Note:  This course will be part of the NASA Sun-Earth Day workshops (March 20). Co-sponsored by the DAY Field Center.

          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.

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. He has conducted research on the aurora and fisheries hydroacoustics. Dr. Yanow is the Outreach Coordinator for the Genesis Mission and Director of the CAL Field Center.

Course: 34

New Information of the Exploration of the Solar System and Possibilities of Life
GILBERT YANOW, NASA/Jet Propulsion Laboratory
July 21-23, 2003 in Pasadena, CA
Apply: CAL

Note:  This course will be offered at the Jet Propulsion Laboratory in Pasadena, CA.

          The NASA/Jet Propulsion Laboratory (JPL) has had and continues to maintain a leading role in the exploration of our Solar System. 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. This year, the discussion of astrobiology and the new types of instrumentation that are being developed to detect it, will be expanded to one and one-half days of the course. 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. He has been at JPL for 28 years. He is also the Director of the California Chautauqua Field Center, and in this capacity maintains a continual dialog with key people of the multitude of JPL space projects.

Course: 35

Moon Rocks, Meteorites, and Pieces of the Sun
MARILYN LINDSTROM and EILEEN STANSBERRY, NASA Johnson Space Center and GILBERT YANOW, NASA/Jet Propulsion Laboratory
June 25-27, 2003 in Houston, TX
Apply: CAL

Note:  This course will be offered at the Johnson Space Center in Houston.

          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 assembled 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: 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. 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. Stansberry 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. Yanow is the outreach coordinator for the Genesis Project at JPL. He is also the Director of the CAL Chautauqua Field Center.

Course: 36

Volcanic Hazards: On Site at Mt. St. Helens and Mt. Rainier
TONY IRVING, University of Washington
July 11-15, 2003 in Southwestern and Seattle, WA
Apply: UWA

Note:  This course has a participant fee of $105 (in addition to the application 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/chautauq.

          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 University of Washington 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.

Dr. Irving, currently a Lecturer in the Department 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, he 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, which was very popular when first offered last year.

Course: 37

Hawaiian Volcanoes from Mauna Kea to Loihi
ALEXANDER MALAHOFF, University of Hawaii
July 14-18, 2003 in Honolulu and on the Big Island, HI
Apply: DAY

Note:  This course is offered in Honolulu and Hilo in Hawaii. Applications should be sent to the DAY Field Center. A significant portion of this course will be a comprehensive field trip to volcanic sites on the Island of Hawaii. Participants will be responsible for approximately $150 for round trip interisland airfare. This course has a participant fee of $250 (in addition to the application fee), which covers field trip costs, and other course-related expenses. Optional reduced rate lodging will be offered to early applicants.

          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: 38

Earthquakes and Tsunamis: Alaska 9.2
KRISTINE J. CROSSEN, University of Alaska Anchorage
June 18-20, 2003 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 $100 (in addition to the application fee), which covers 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 classroom and field course on earthquakes and tsunamis in south central Alaska. It includes an introduction to Alaskan plate tectonics and earthquakes, and focuses on the 1964 Great Alaskan Earthquake. The 2002 Alaska earthquakes of magnitude 6.7 and 7.9 will be discussed to the extent possible.
          The first day we will investigate earthquake destruction in Anchorage, including field stops at the infamous "sensitive clays" that failed during the earthquake, and to the landslides that resulted from this failure. The type and cause of motion, as well as subsequent engineering solutions will be discussed. A second day will include a visit to the Tsunami Warning Center in Palmer, built after the 1964 Alaskan Earthquake to alert the entire Pacific basin of earthquakes and potential tsunamis. The last day will include a field excursion to the sites of maximum subsidence and the "ghost forests" resulting from salt water incursion into the coastal forests, and will explore a tidal marsh exposure that gives evidence of additional earlier earthquakes.
          Participants should be prepared for day long outings in inclement weather, including day packs, warm clothes, hiking boots, and rain gear. Knee high rubber boots or Bean boots are recommended for the visit to the tidal marsh. The exact schedule is tide dependent.

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. During her 20 years residence in Alaska she has investigated numerous earthquake locales in southern Alaska, and includes them in three field courses she teaches at the University of Alaska.

Course: 39

Deciphering Ancient Mangled Rocks: Terrane Tectonics and Geological History of the North Cascades and San Juan Islands, Washington
TONY IRVING, University of Washington
August 7-10, 2003 in Northwestern and Seattle, WA
Apply: UWA

Note:  This course has a participant fee of $140 (in addition to the application fee) to cover costs of van transportation, ferry fares, lodging and lunches (but not dinner and breakfast) while at sites remote from Seattle. Lodging in Seattle can be arranged at dormitories on the University of Washington campus or at nearby hotels for two nights, but costs are not included.

          One of the most important corollaries of the concept of plate tectonics has been the development of a cogent explanation for the origins of the diverse rocks of western North America. Prior to the 1970s, numerous geologists had mapped a bewildering array of rock formations in the region west of the Rocky Mountains without a satisfactory model for how these so-called terranes had come to be juxtaposed and assembled. The solution to this geological puzzle continues to involve an integration of many diverse subdisciplines in geology, and collaboration among scientists who traditionally did not interact very much. Fine examples of how tectonic analysis is applied can be found in a relatively small region of northwestern Washington. We now understand that a series of small, unrelated lithospheric plates were docked and compressed against the North American continent about 200 million years ago when the large Wrangellia Terrane (now exposed on Vancouver Island and in Alaska) arrived. The key rock formations are well exposed on the San Juan Islands, and furthermore can be correlated with other formations exposed in the mountains of the northern Cascade Range (often referred to as the North American Alps).
          This 4-day program combines field expeditions to both the North Cascades and the San Juan Islands with classroom instruction and activities on the University of Washington campus to give educators a better understanding of how the complexities of ancient rocks can be unravelled and interpreted. After an introductory campus session, participants will examine and discuss outcrops of the major terranes in spectacular mountain and marine island settings before returning to campus for further lecture and discussion. Lodging and instruction for one night during the 2-day field portion of the program will be at facilities in Anacortes. Topics to be addressed include: plate tectonics, stratigraphy, age dating, metamorphism, rock deformation, paleomagnetism, terrane accretion, and tectonostratigraphic correlation.
          Suggestions about how to apply the information from this program to classroom activities and field trips in your own area will be included. Limit: 20 participants.

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

Dr. Irving, currently a Lecturer in the Department of Earth and Space Sciences at the University of Washington, has extensive experience in college and public education in many aspects of geology. He has taught numerous undergraduate and graduate classes in volcanology, petrology, mineralogy, geochemistry and historical geology. During the past 22 years he has led many workshops for educators on the diverse regional geology of the Pacific Northwest.

Course: 40

Glaciers in Alaska
KRISTINE J. CROSSEN, University of Alaska Anchorage
June 25-27, 2003 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 $225 (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. Hiking sticks are recommended for those who prefer more secure footing. The third day will be a 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. 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 documenting Little Ice Age glacial chronologies from Southern Alaska glaciers to understand recent climate change.

Course: 41

Chemistry Demonstrations in the Classroom and in Public Settings
BASSAM Z. SHAKHASHIRI and RODNEY SCHREINER, University of Wisconsin-Madison
June 8-10, 2003 in Madison, WI
Apply: CBU

Note:   This course will be offered in the Chemistry Building at the University of Wisconsin. Applications should be sent to the CBU Field Center which will provide hotel rate information and travel directions.

          Chemical demonstrations are effective in engaging undergraduate students and in sustaining their interest in chemical phenomena and concepts. Also, they are highly useful in communicating chemistry to the public. A primary purpose of this course is to encourage faculty to incorporate demonstrations in teaching a variety of undergraduate courses. Another purpose is to assure that demonstrations are used in safe and responsible ways. We will share our rich experience in presenting demonstrations to general audiences in schools, shopping malls, and other public places. Pedagogical and practical aspects of planning lectures and public presentations around chemical demonstrations will be presented and discussed.

For college teachers of: undergraduate chemistry and related sciences. Prerequisites: none.

Dr. Shakhashiri served as NSF Assistant Director for Science and Engineering Education from 1984-1990 and formulated the plans for the annual NSF education programming of $600 million. He is the founding director (1983) of the Institute for Chemical Education and the founding director of the University of Wisconsin System Undergraduate Teaching Improvement Council (1977). Dr. Schreiner is a senior scientist and lecturer with extensive experience in chemical demonstrations and undergraduate education, principal co-author of ChemicalDemonstrations: A Handbook for Teachers of Chemistry, co-producer of demonstration programs featured on PBS, and a designer of the interactive chemistry exhibit of the Chicago Museum of Science and Industry.

Course: 42

Chemistry for Non-Science Majors: The American Chemical Society's Curriculum: Chemistry in Context
CONRAD STANITSKI, University of Central Arkansas and CATHY MIDDLECAMP, University of Wisconsin-Madison
June 10-12, 2003 in Cambridge, MA
Apply: HAR

          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 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 non-science 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 Stanitski, and Middlecamp are two of the co-authors of the third edition of Chemistry in Context. Dr. Stanitski is Professor of Chemistry at the University of Central Arkansas and Department Chair. He has also co-authored textbooks for science and allied health majors. Dr. Middlecamp is the Director of 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: 43

Promoting Active Learning in Real-World Contexts in General Chemistry
BROCK SPENCER, Beloit College, SANDRA LAURSEN, University of Colorado, Boulder, JOANNE STEWART, Hope College, HEATHER MERNITZ, Tufts University, and EILEEN LEWIS, University of California, Berkeley
June 8-10, 2003 in Berkeley, CA
Apply: CAL

          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 W.W. Norton & Co. 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.
  • Stars What's in a star?
  • Should we build a copper mine?
  • How do we get from bonds to bags, bottles, and backpacks?
  • Soil Equilibria: What happens to acid rain?
  • How can we reduce air pollution from automobiles?

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. Laursen is a science educator for the Cooperative Institute for Research in Environmental Sciences (CIRES), University of Colorado, Boulder and co-PI for the ChemLinks Coalition. She has coauthored several modules and has taught modules to undergraduate chemistry as well as teacher preparatory students. Dr. Stewart is Professor of Chemistry at Hope College in Holland, Michigan. She has been active in promoting the participation of undergraduate students in scholarship. She and one of her undergraduate researchers wrote the ChemConnections Guide to Teaching with Modules. She has led faculty development workshops on using cooperative learning in the college classroom. Heather Mernitz, M.S. is currently a PhD candidate at Tufts University, Friedman School of Nutrition Science and Policy. She served as the Project Assistant for the ChemLinks Coalition for four years and is a coauthor of the ChemConnections module, Would you like fries with that? The fuss about fats in our diet. 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 the Multi-Initiative Dissemination Project. She is also 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: 44

Developing, Testing, and Assessing Chemistry On-Line Intercollegiate Cooperative Learning Activities
THERESA JULIA ZIELINSKI, Monmouth University and MARCY HAMBY TOWNS, Ball State University
June 14-18, 2003 West Long Branch, NJ
Apply: SUSB

Note:  Housing will be provided on the Monmouth University campus. Room and Board is provided by NSF grant DUE #9950809.

          An on-line project is a working environment where students actively engage in learning a sequence of chemistry concepts, and develop critical thinking, communication, and problem solving skills that emulate the way modern chemists conduct scientific collaborations. The projects are designed to have students work on interesting real-world chemistry problems. The projects follow the guided inquiry model to enable efficient and effective learning. During an On-Line project students work in teams on a local campus or in cohorts with students from distant campuses to accomplish the guided inquiry tasks, examine models, share experimental data, share the process of analyzing that data, and critically evaluate the quality of reports and communication. The On-Line model has been tested in physical chemistry courses by the Physical Chemistry On-Line Consortium (PCOL) at over 22 campuses and with over 600 students. The methods developed by the physical chemistry project developers can easily be extended to other areas of chemistry, in particular analytical and instrumental chemistry courses, which are ideally suited to project and team activities.
          The purpose of this course is to introduce the theoretical and practical elements of an On-Line project and to prepare participants to develop their own projects for implementation at home campuses. In addition, the course will provide the opportunity for participants to develop a project in collaboration with other members of the course. Participants will learn about existing projects, how they were developed, and what experience the users had with different sets of students. Assessment strategies will be discussed and participants will be given the opportunity to design assessment tools for use with their own projects.
          The level of mathematical sophistication required in the existing projects is typically quite high. Mathcad is required for many of the projects. Spartan or Gaussian or other computational programs are required for several projects. Some of the projects include laboratory components, while others require only a computer to complete. Software tools such as Mathcad, Excel, Web publishing software for developing new projects during the course will be available to all participants during the course.
          At the end of the course, participants will receive a CD containing copies of all existing On-Line projects and a Handbook to use for developing future projects, including hints on the formation of intercollegiate learning communities. The Handbook will also contain detailed guides to goals and objectives of projects, assessment strategies, and methods of analysis of assessment results.

For college teachers of: chemistry courses especially at the sophomore level and above. The majority of discussions will focus on physical and analytical/instrumental chemistry projects. Prerequisites: some knowledge of web page construction, and knowledge of a mathematical tool such as Excel, Mathcad, Maple or Mathematica. Participants should bring to the workshop two or three ideas that they would like to develop into intercollegiate or intracollegiate cooperative learning projects.

Dr. Zielinski is a Professor of Chemistry at Monmouth University. She teaches physical chemistry, computational chemistry, and general chemistry. She has been developing physical chemistry learning modules for about ten years, develops symbolic mathematics documents for physical chemistry, maintains a Mathcad in Chemistry web site, and edits the Mathcad in the Chemistry Curriculum column for the Journal of Chemical Education. She is the author of over 50 peer reviewed papers and a specialist in physical chemistry curriculum design. Dr. Towns is Associate Professor of Chemistry at Ball State University. She is an assessment specialist in chemical education. Her particular focus is 'action research' methodology. Other participating PCOL colleagues include: Dr. Long an Associate Professor of Chemistry at Indiana University of PA where he teaches physical chemistry. He has been involved with the PCOL project since its inception in 1994. He is a member of the ACS Committee on Computers in Chemical Education; Dr. Sauder an Associate Professor of Chemistry at Hood College, Frederick, Maryland. She is a co-developer and author of Hood's Experience Chemistry general chemistry curriculum, and has been an active participant in the PCOL consortium from its inception; Dr. Harvey a Professor of Chemistry at Fairmont State College. She created a PCOL activity for modeling stratospheric ozone kinetics and currently serves as editor for the PCOL handbook; Dr. Shalhoub a Professor of Chemistry at La Salle University in Philadelphia. He has been involved in computer-based instruction for over 15 years; Dr. Lever a Professor of Chemistry at the University of South Carolina Spartanburg. She has been involved in developing intercollegiate collaborative physical chemistry projects both locally and through PCOL; Dr. Grushow an Associate Professor of Chemistry at Rider University. He has been an active participant in PCOL since 1999; Dr. Reeves an Associate Professor of Chemistry at Tuskegee University. She joined PCOL in 1999. Her interest is in developing teaching chemistry environments that focus on realistic problem solving and critical thinking; Dr. Cole an assistant professor of chemistry at Central Missouri State University. She teaches non-majors chemistry, physical chemistry, and methods of teaching physical science. She has been involved with the PCOL project since 2000 and is an assessment expert. She is also an expert in WebCT instructional software; Dr. Sweeney whoteaches Introductory and Advanced Chemistry laboratories at Fairmont State College.

Course: 45

Intermediate Organic Chemistry: Synthetic Strategy, Methods, and Applications to Bioactive Compounds
PAUL HELQUIST, Notre Dame University
August 3-5, 2003 in Memphis, TN
Apply: CBU

          College organic chemistry instructors routinely teach sophomore organic chemistry, but they often need ideas for advanced content toward the end of the sophomore year or in an intermediate or advanced undergraduate course. This Chautauqua 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 the basic approaches for planning synthesis 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: 46

Bridging the Gap Between Undergraduate Science and Health Professions: Application of Basic Chemical and Biological Principles to Medicinal Chemistry and Pharmacology
ELMER GENTRY and EDWARD FISHER, Midwestern University College of Pharmacy
July 24-26, 2003 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, Pharmacology looks at how drugs interact with living systems through chemical mechanisms to enhance or inhibit normal biological processes. 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 these basic 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, pharmacology, 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 is currently an Assistant Professor of Medicinal Chemistry at Midwestern University, College of Pharmacy, Arizona. He teaches courses in medicinal chemistry, pharmacology, and biochemistry. Dr. Fisher is Professor of Pharmacology and Toxicology at Midwestern University College of Pharmacy, Arizona 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: 47

New Perspectives on Teaching Introductory Biology Courses
JOHN M. DEARN, University of Canberra, Australia
June 16-18, 2003 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 current developments in what is known about how students learn science and examines some alternative models of teaching and learning. It explores new 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 he was awarded an inaugural National Teaching Fellowship by the Australian Federal Government and in 1997 was awarded the inaugural Australian Award for University Teaching in the category science teaching.

Course: 48

Physiology for Physiology and Biology Teachers
HAROLD MODELL and MARY PAT WENDEROTH, University of Washington
July 9-12, 2003 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/chautauq.

          This 4-day 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.
          The course will be held at a retreat location in Seattle.

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 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. She has also won the University of Washington Distinguished Teaching Award.

Course: 49

Integrating Inquiry and Technology into a Biology Laboratory for the Non-Major Student
PHYLLIS S. LAINE and CYNTHIA H. GEER, Xavier University
June 25-27, 2003 in Cincinnati, OH
Apply: DAY

Note:  This course will be offered at Xavier University in Cincinnati, Ohio. Applications should be sent to the DAY Field Center. This course has a participant fee of $10 (in addition to the application fee), which offsets costs of a group lunch. 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. This requires students to 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 Education 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: 50

Circadian Biology: From Clock Genes and Cellular Rhythms to Sleep Regulation
J. WOODLAND HASTINGS, CHARLES A. CZEISLER and STEVEN W. LOCKLEY, Harvard University
May 29-21, 2003 in Cambridge, MA
Apply: HAR

Note:  This course will be held on the campus of Harvard University, with sessions both in Cambridge and at the Brigham and Women's Hospital at the Harvard Medical School. Cosponsored by the TUCC Field Center.

          Living organisms possess an internal biological timing mechanism called the circadian clock. Its most fundamental functions are to control the time of day at which different processes occur and to "measure" the day-length and regulate processes, notably reproductive, seasonally. Although sleep as such is usually associated with higher organisms, it is a fact that even simple organisms, like Paramecium and amoebae have circadian (about 24 hour) cycles of activity and rest, and exhibit other rhythms with many features that parallel those of higher animals. Moreover, although a brain center is of central importance in the clock of humans and other vertebrates, single isolated neurons from that center exhibit circadian rhythmicity.
          This course will consider genes and proteins associated with the biochemical and cellular organization of the core clock in both mammals and lower organisms, the key properties and functional roles of the circadian clock, how the slightly inaccurate biological clock is reset by light and synchronized to the environmental light-dark cycle, and how specific drugs and clock mutants in model organisms have led to an understanding of the mechanism. Clinical uses of circadian rhythmicity will be presented from experimental studies of human rhythms, including control of the sleep-wake cycle and hormone rhythms, circadian rhythm disorders in the blind, measuring and treating jet lag and shift work disorders, the effects of aging and menopause on sleep and circadian rhythms, the problems of trying to sleep in spacecraft, and sleep disorders within the normal population.

For college teachers of: all disciplines Prerequisites: none.

Dr. Hastings is Professor of Molecular and Cellular Biology at Harvard University; Dr. Czeisler is Professor of Medicine at Harvard Medical School and Dr. Lockley is a Research Fellow in Medicine at Harvard Medical School.

Course: 51

Wondrous Abilities of Plants to Sense and Communicate
STAN ROUX, The University of Texas at Austin
July 17-19, 2003 in Austin, TX
Apply: TXA

          One of the challenges for modern biology teachers is to teach material on plants in an interesting and engaging way. Students have a natural interest in human biology and in animal biology generally, and they warm up to these topics easily. However, getting them interested in plants can present a challenge, for students often think of plants as being among the more inert and boring entities in the biosphere. This seminar will dispel that notion by describing the amazing ability of plants to detect and respond to subtle signals from the environment. It will describe evidence that plants can: distinguish self from non-self to prevent inbreeding, sense and respond to touch and subtle aromas, warn other plants about an impending insect invasion, use elegant methods to defend themselves from enemy attack, in some cases by inducing animals to help in this defense, and, in general, use many of the same mechanisms as animals to amplify low-energy input stimulations into major adaptive responses. Reference lists and reading materials will be provided to supplement standard text material on plants.

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

Dr. Roux is a Professor at the University of Texas, Austin, where he teaches several courses in plant biology. He has published over 100 research articles and scholarly reviews on the subject of molecular mechanisms by which plants convert light and gravity signals into changes in growth and development. He is a member of the Academy of Distinguished Teachers at the University of Texas,and was recently selected as a Piper Professor, a state-wide award based on superior teaching at the college level. Besides his research and teaching, he has served on the editorial board of Plant Physiology, on the Executive Committee of the American Society of Plant Biologists, and as president of the American Society for Gravitational and Space Biology.

Course: 52

Using Digital Imaging Techniques for Biology Instruction: A Field Biology Course
DONALD L. RUBBELKE, Minnesota University Lake Itasca Biological Station and Lakeland College
July 17-19, 2003 in Itasca State Park, MN
Apply: CBU

Note:  This course will be at the Itasca Biological Field Station, Itasca, MN. Participants will be responsible for all costs associated with travel to Itasca, lodging, and food. This course has a participant fee of $30 (in addition to the application fee) for use of 16 passenger van and pontoon. Applications are sent to the CBU Field Center.

          This course is designed to offer introductory and intermediate hands-on experience in digital imaging equipment, software, and techniques. Participants will use Nikon and Canon digital cameras in small groups to image biological subjects in the diverse habitats of Itasca State Park in Minnesota. Digital images will be sized, labeled, and manipulated in image editing programs for use in web-based interactive learning modules or course supplements. Digital video technique will be explored as participants use progressive frame-captures to build animated GIFs and convert digital video files into web or DVD compliant standards.

For college teachers of: Although designed for biology instructors, this workshop should prove valuable for any educators interested in other disciplines where they need to integrate images into teaching. Prerequisites: interest in digital imaging.

Dr. Rubbelke is currently Chair of the Lakeland College Biology Department in Kirtland, Ohio. He developed and has taught a Biological Field Photography course at the University of Minnesota Itasca Biological Field Station for over twenty years. His interests include macrophotography and the integration of infra-red beam break applications for transient event documentation.

Course: 53

Life and Mind
PAUL ADAMS and LONNIE WOLLMUTH, Stony Brook University
June 26-28, 2003 in Midtown Manhattan, NY
Apply: SUSB

Note:This course will be offered at the Stony Brook Manhattan campus located in Midtown Manhattan.

          The neurobiological basis of mind will be the focus of 21st century science, much as the molecular biological basis of life has been the leitmotif of 20th century biology. Just as complex genomes have developed by simple rules (Crick-Watson base pairing, natural selection) it is becoming increasingly apparent that complex brain circuits emerge from a simple "Hebb Rule" - neurons that fire together, wire together. The course will review self organization in simple physical systems. We will then discuss limits to genome complexity imposed by replication inaccuracy. The main focus will be on the molecular, cellular and electrophysiological basis for Hebb's Rule. Recent rapid progress in understanding fundamental mechanisms of synaptic plasticity is starting to mesh with theoretical approaches to illuminate the core mysteries of brain function. The course will end with a discussion of possible limits to brain self organization imposed by synaptic inaccuracy, and ways that cooperation between brains could overcome these limits to intelligence.

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: 54

Starting Biotechnology Courses: A Manual for Teachers
ALICE SESSIONS, Austin Community College
June 5-7, 2003 in Austin, TX
Apply: TXA

          This workshop will focus on how to start a biotechnology program at your institution as well as introducing biotechnology courses into the curriculum. College faculty will learn how to identify the needs of their local bioscience industry and involve the companies 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. Sessions is Associate Professor of Biology and Biotechnology, and Biotechnology Program Coordinator 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: 55

Cellular and Molecular Biology with Immunotechnology for Interdisciplinary Undergraduate Science
JACK G. CHIRIKJIAN, Georgetown University, EDWARD KISAILUS, Canisius College and KAREN M. GRAF, EDVOTEK, Inc.
May 22-24, 2003 in Washington, DC
Apply: PITT

Note:  There will be an additional laboratory fee of $150 (in addition to the application fee) to cover the costs of the reagents used in this workshop. This course will be offered at Georgetown University

          The workshop will introduce and update college biology, chemistry and allied science faculty to advances and laboratory experiments designed for courses in undergraduate Cell and Molecular Biology and Immunology. The specific objective is to facilitate translation of current research strategies into undergraduate science education. Theoretical concepts will be integrated with laboratory experiments and problem based options will be highlighted. Cellular biology experiments will introduce both mammalian and plant tissue culture. Immunotechnology experiments will include ELISA, western blot and microarray analysis for the detection of antigens. Molecular Biology experiments will include DNA electrophoresis and PCR based DNA amplification. Where applicable these molecular detection procedures will be bridged to current methods used for biological defense. Participants will conduct experiments in pairs. A session will be dedicated for participants to share teaching strategies and approaches to integrate novel experiments in science courses. EDVOTEK, the corporate partner, will offer equipment and reagent packages at discounted prices to workshop participants. This course can be taken in conjuction with Biotechnology and Bioinformatics for Undergraduate Biology (Course #56).

For college teachers of: biology, chemistry, life and allied health sciences. Prerequisites: currently teaching undergraduate science courses.

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: 56

Biotechnology and Bioinformatics for the Undergraduate Biology Classrooms
JACK G. CHIRIKJIAN, Georgetown University and KAREN M. GRAF, EDVOTEK, Inc.
May 26-28, 2003 in Washington, DC
Apply: PITT

Note:  There will be a laboratory fee of $150 (in addition to the application fee) to cover the costs of the reagents used in this workshop.

          The workshop will focus on aspects of biotechnology and bioinformatics that are utilized in research laboratories. Faculty will participate in concepts and hands-on laboratory experiments to enable them to incorporate inquiry based experiments in both introductory and advanced biology courses. Biotechnology experiments will include DNA extraction, use of restriction enzymes for plasmid mapping, Southern blot analysis, bacterial transformation, and cloning of a gene. Polymerase chain reaction (PCR) experiments will focus on DNA fingerprinting. Gemomics based experiments will introduce applications of molecular biology for human diagnosis. Experiments using bioinformatics search engines available for protein and DNA sequence analysis will also be intorduced. A session will be dedicated for participants to share teaching strategies and approaches to integrate novel experiments in science courses. EDVOTEK, the corporate partner, will offer equipment and reagent packages at discounted prices to workshop participants.

For college teachers of: biochemistry, molecular biology, biology, chemistry and allied health sciences. Prerequisites: currently teaching undergraduate science courses.

See previous course description for biographical sketches.

Course: 57

Evolutionary Bioinformatics Education: A BioQUEST Curriculum Consortium Approach
JOHN R. JUNGCK and SAM DONOVAN, BioQUEST Curriculum Consortium, Beloit College
May 14-16, 2003 in Atlanta, GA
Apply: CBU

Note:  This course will be offered at the Chautauqua Satellite at Clark Atlanta University in McPhester Dennis Hall. Applications should be sent to hte CBU Field Center and reduced hotel rates may be arranged through CBU before a designated cut-off date.

          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. The relationships between evolutionary theory and the analysis of molecular sequence and structure data will be addressed. 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:
  •  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.
  •  As a forum for undergraduate teachers of bioinformatics to collaborate in the
      development of biology or bioinformatics courses and/or curricula.
  •  As an opportunity for developing undergraduate research programs in bioinformatics.
          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 wherein 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 education dissemination initiative, and Chair of the Education Section of the Society for the Study of Evolution. Additional presenters are Theresa Johnson and Tony Weisstein who are both part of the Curriculum Consortium. Theresa Johnson coordinates the collaboratory tools for the BEDROCK bioinformatics education project. Tony Weisstein's research focuses on evolutionary genetics models and mathematical biology.

Course: 58

A Hands-On Tour Through the World of Bioinformatics
LINNEA FLETCHER, Austin Community College and SANDRA G. PORTER, Geospiza, Inc.
June 12-14, 2003 in Austin, TX
Apply: TXA

          The availability of molecular databases and web-based bioinformatics tools have changed the nature of biology. Experiments that, in the past, could only be carried out in a wet lab, with years of work, can now be performed with a desktop computer and a network connection. This workshop will introduce educators and researchers to some of these tools and the experimental techniques required for doing this type of biological research. The first part of this two-day workshop will provide an introduction to the most fundamental and commonly used tools in molecular biology, BLAST and Entrez. Participants will gain hands-on practice with using BLAST to compare and identify unknown sequences and learn how to find almost any type of molecular information, effectively, using Entrez. The second day will focus on the relationship between the nucleic acid sequence and the structure of a protein. Genomic DNA sequencing will be discussed along with tools for error measurement (Phred) and sequence assembly (Phrap). Participants will learn how genomics researchers distinguish between sequencing errors, mutations, and more common genetic variants (single nucleotide polymorphisms [SNPs]). They will utilize more advanced applications of BLAST to confirm potential SNPs and determine if a SNP may have an effect on the activity of a protein. Research on the known effects of different SNPs will also be discussed. During the remainder of day two, participants will learn how to use Cn3D, a freely available tool for viewing 3-dimensional protein structures. They will use Cn3D to locate amino acids within a protein structure and discuss the effects of changing those amino acids on the activity of that protein. Lastly, participants will have time to discuss and explore how these tools can be incorporated into their courses.

For college teachers of: biology and biology-based courses including microbiology, genetics, pharmacology, molecular biology, and biotechnology. Prerequisites: none.

Dr. Fletcher is currently Biotechnology Program Coordinator at Austin Community College and South Central Bio-Link Regional Director (http://www.bio-link.org). She uses a variety of bioinformatics tools to teach bioinformatics in the program and to educators. Dr. Porter is currently a Senior Scientist at Geospiza, Inc. (http://www.geospiza.com/), a bioinformatics company based in Seattle. She has received funding from the National Science Foundation to develop instructional materials in bioinformatics and continues to work in this area. Prior to joining Geospiza, she started and ran the biotechnology program at Seattle Central Community College and was the Northwest Regional Bio-link Director.

Course: 59

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 23-25, 2003 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 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: 60

Biomedical Ethics: Today's Debate, Tomorrow's Dilemma
DENISE M. DUDZINSKI, University of Washington
July 16-18, 2003 in Seattle, WA
Apply: UWA

          Biomedical ethics has influenced national news and healthcare policy debates. What are the scientific and ethical differences between therapeutic and reproductive human cloning? Should we permit payment for donated cadaver organs? Should assisted suicide be legal? These issues are important for all of us to understand as we are asked to make treatment decisions for ourselves and loved ones, and as our votes and voices influence health care policy.
          Biomedical ethics involves the intersection of medicine, ethics, law, and policy. Increasingly undergraduate, law, nursing, medical, and humanities students are electing to take biomedical ethics courses. This short course will introduce instructors to the principles and methods used in biomedical ethics. It will give them tools for teaching biomedical ethics in their classrooms. The course will emphasize a case study approach in order to engage students directly with the issues biomedical ethics addresses. Multiple professional and personal perspectives are sought in this approach. Those who take this course will learn how to facilitate fruitful moral and ethical dialogue and debate among students.
          Ethical issues related to assisted suicide, euthanasia, assisted reproductive technologies, human cloning and organ donation will be discussed. Participants will leave with core teaching materials, several effective pedagogical techniques, and some practice in deliberating about and teaching ethical issues in biomedicine.

For college teachers of: all disciplines at community college, college or graduate level and for graduate students interested in teaching at these levels. Prerequisites: none.

Dr. Dudzinski is Assistant Professor of Medical Ethics at the University of Washington School of Medicine. She sits on two institutional ethics committees, is a clinical ethics consultant and was Senior Fellow in Clinical and Research Ethics at Vanderbilt University. She has taught biomedical, clinical, and research ethics in hospitals as well as nursing schools, law schools, and medical schools.

Course: 61

Teaching Histories of Medicine and Healing in China
LINDA BARNES, Boston University, TJ HINRICHES, Connecticut College and BRIDIE ANDREWS, Harvard University
May 30 - June 1, 2003 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 approach to teaching the history of Chinese healing practices brings together her background in medical anthropology and Chinese religious traditions. Her 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: 62

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 15-17, 2003 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: 63

Updating Immunology
RICHARD GOLDSBY, Amherst College
June 19-21, 2003 in Cambridge, MA
Apply: PITT

          During the past decade, the application of new and extraordinarily powerful techniques has brought rapid progress in molecular, cellular and clinical immunology. As workers in other fields have become aware of the advances in cellular and molecular immunology, the realization has grown that the immune system provides model systems for the study of phenomena such as recognition, regulation and development that are of fundamental interest to all areas of biology. The practical applications of immunology play an important and increasing role in the biotech and pharmaceutical industries. As a result, immunology now attracts the serious interest of many who do not consider themselves immunologists.
          This short course offers an opportunity to obtain an up-to-date summary of immunology. A combination of presentations, discussions and handouts will provide a state-of-the-field survey that will be useful to those who have recently become interested in immunology as well as to those wishing to refresh their view of this unusually rapidly changing field. Much of the basic immunology presented in this course is anchored to infectious disease, diagnostics, transplantation, vaccination and cancer immunology. The exploration of these practical themes makes clear the special opportunity immunology provides for illustrating the tight coupling between basic and applied biology. Specifically, participants in this course will examine the cellular and molecular biology of antibody and T cell receptor diversification; antigen-antibody reactions and their use in a variety of types of immunoassays; cellular interactions underlying immune responses; cytokines and their regulatory effects; and tolerance and transplantation. Issues of tumor immunology, such as cancer vaccines will be discussed and an update on the immunology of AIDS will be included.
          The course will be held at the Whitehead Institute which is one of the world's premier biomedical research centers. Ground breaking research is underway in many areas including the molecular biology of cancer, structural biology and the basic regulatory mechanisms underlying the control of cell growth and development. Also, the Whitehead is one of the lead centers for the Human Genome Project. In previous years, in addition to the program of lectures and discussions, participants have had an opportunity to visit sites in the institute and hear first hand accounts of work in progress, and have found these interactions particularly stimulating.

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

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

Course: 64

Exploring Novel Approaches to Undergraduate Ecology
JACK G. CHIRIKJIAN, Georgetown University School of Medicine
July 17-19, 2003 in Washington, DC
Apply: PITT

Note: This course will be offered at Georgetown University.

          This unique workshop will bring together science educators and research scientists with the common goal to enhance undergraduate science education. The focus will be in the area of Ecology with an emphasis on applications of biotechnology to ecology. Unlike most workshops where science concepts and laboratory experiments are disseminated by a few to the larger number of participants, this workshop will be organized so all participants will contribute to both the teaching learning of Ecology. Ecology is an important area of undergraduate biology and will be strategically important as more issues are raised about food biotechnology and genetically modified organisms (GMOs). Such issues will include the impact of GMOs on the environment and world foodstuffs. Invited guests will present bioethical and geopolitical aspects as well as current research on GMOs. Molecular ecology experiments to be offered can be easily translated as additions to existing biology or ecology experiments. During the workshop participants will have the opportunity lead discussions on data analysis and evaluation.

For college teachers of: biology, chemistry, life and allied sciences. Prerequisites: currently teaching undergraduate science courses.

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 the author of numerous papers in thesea areas and is a Career Awardee of the Leukemia Society of America.

Course: 65

Teaching Methods for Environment and Conservation Courses
DAN PERLMAN, Brandeis University
May 21-23, 2003 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 developed with E. O. Wilson. These techniques enable students to grasp the fundamental issues in these fields in ways that lectures alone cannot. Teaching methods and models will be also be considered.

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: 66

Increasing Student Interest in the Sciences by Introducing Forensic Science into the College Classroom
EDWARD B. WALDRIP and HUGH BARRYMAN, Southern Institute of Forensic Science
June 29 - July 1, 2003 in Memphis, TN
Apply: CBU

          The recent increased interest in forensic science has made this discipline an excellent vehicle to introduce the scientific method and critical thinking to a greater number of college students. This Chautauqua short course is structured around lectures and laboratory exercises that can be incorporated into basic college level courses.
          A variety of forensic subspecialties will be discussed, including Basic Forensic Pathology, Forensic Odontology, an Exercise in Exclusion, Forensic Anthropology as a method of Presumptive Identification, Analysis of Palm Prints, Finger Prints, and Lip Prints in Positive Identification, Ballistics, and others.
          At the conclusion of the short course, participants will assume the roles of crime scene investigators and medical examiners. Based on the information gained from previous lectures and laboratory exercises a staged crime scene will be investigated. Asking the right questions and obtaining pertinent information can solve the crime. Transcripts of interviews from witnesses, crime scene photographs, fingerprints, information from the autopsy, toxicology findings, and other appropriate reports ­ when properly analyzed - will allow participants to assign correct cause and manner of death to the crime and identify a suspect. The direct involvement of the participants in solving a who-done-it will provide a challenging and enjoyable approach to understanding the working of several forensic science disciplines and how they interrelate in death scene investigation.
          Material from lectures, laboratories, and the crime scene exercise will be provided to each participant at the conclusion of the course as teaching tools for their own classrooms. This format will stimulate student interest in studying science and induce critical thinking to solve a crime.

For college teachers of: science, biology, and physical science. Prerequisites: knowledge of anatomy and basic undergraduate sciences.

Dr. Waldrip has an M.S. in Biology, and a Ph.D. in Anatomical Studies. He served as Chairman of the Department of Biology at William Carey College for 10 years. After 27 years of college teaching he became Executive Director of the Southern Institute of Forensic Science. The role of his group is to provide college level courses in forensic science and workshops to professionals in a variety of disciplines. For the past 12 years he has also served as the elected Coroner and Chief Medical Examiner Investigator for Lamar County, Mississippi. Dr. Waldrip has coordinated forensic science courses for the Universities of Loyola, New Orleans, Southern Mississippi, Memphis, New Orleans, and Colorado State. His research interests include fetal bone development; recognition of bone pathologies; and the mechanisms of bone trauma. Dr. Berryman received his M.A and Ph.D. in Anthropology from the University of Tennessee, Knoxville, and in 1984 he became the 31st diplomate certified by the American Board of Forensic Anthropology(DABFA). He served on the faculty of the Department of Pathology, Tennessee, Memphis, and as Director of the Regional Forensic Center, Memphis for 20 years. He has also taught courses at the Universities of New Orleans and Memphis, and for the Tennessee Law Enforcement Training Academy, Nashville, and is on the faculty with the National College of District Attorneys. Currently, he is a forensic anthropology consultant to the Department of the Army for the Central Identification Laboratory, Hawaii, and the Office of the Tennessee State Medical Examiner. He teaches as adjunct professor with the Department of Sociology and Anthropology, Middle Tennessee State University, and is Associate Director of the Southern Institute of Forensic Science. Dr. Berryman's research interests include physics of bone fracture and fracture interpretation; skeletal biology; skeletal biology; taphonomy; and archaeology of the Southeastern United States.

Course: 67

Using Science to Solve Crimes
PAULETTE SUTTON, CYNTHIA GARDNER and JENNIFER C. LOVE, University of Tennessee at Memphis
May 19-21, 2003 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 Suttonis 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 organizations including the FBI, various state Criminal Investigators, Prosecution and Defense Attorneys associations, and the U.S. Marine Corps. Dr. 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 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. Dr. Love 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. She 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: 68

Advanced Forensic Science
PAULETTE SUTTON, STEVEN A. SYMES, and CYNTHIA GARDNER, University of Tennessee at Memphis
May 22-24, 2003 in Memphis, TN
Apply: CBU

          This course will build upon the principles covered in the Chautauqua course Using Science to Solve Crimes and introduce more advanced principles and analytical techniques.
          Forensic Pathology will include in-depth material concerning: the autopsy; time of death determination; decomposition; insect activity; and natural, accidental, and violent deaths.
          An advanced workshop in Forensic Anthropology will focus on trauma to bones, including sharp trauma, ballistic trauma, and blunt trauma. The advanced workshop in Bloodstain Pattern Analysis will concentrate on calculations used to determine the point of convergence and the point of origin for bloodstain patterns. Both topics will utilize hands-on case studies and laboratory exercises to demonstrate the principles. This course will also introduce forensic toxicology, illicit drug identification, and DNA analysis. A prosecuting attorney will discuss the introduction of evidence into the courtroom setting and provide the attorney's perspective of forensic science.

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

See privous course description for Drs. Sutton and Gardner's biographical sketches. Dr. Symes 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. In 1997, Dr. Symes received the 57th certification in North America admitting him as a Diplomat of the American Board of Forensic Anthropology. He 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: 69

Molecular Methods for Subtyping Bacterial Microorganisms: Procedures at Texas Department of Health and the Atlanta Centers for Disease Control
SUZANNE S. BARTH, Texas Department of Health and University of Texas at Austin
July 27-29, 2003 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 should be sent to the CBU Field Center and reduced hotel rates may be arranged (through CBU) before a designated cut off date.

          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 electro-phoresis (PFGE), ribotyping, restriction fragment length polymorphism (RFLP), repetitive element polymerase chain reaction (REP-PCR), and sequencing will be discussed. Application of these methods for both retrospective and "prospective" outbreak investigations at the Texas Department of Health will also be covered. The participants will visit the Centers for Disease Control (CDC) on Tuesday to see molecular typing methodologies of the Foodborne/Diarrheal Diseases and Hospital Infections Branches as well as CDC's excellent exhibit, the Global Health Odyssey Museum.

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: 70

Evolution Education: A Delicate Balance Between Science, Controversy and Pedagogy
GREGORY A. FORBES, Michigan Scientific Evolution Education Initiative, Institute for Evolution Education.
April 30 - May 2, 2003 in Dayton, OH
Apply: DAY

          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 zooecologist 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: 71

Biology in the Extreme: Life in Deep-Sea Chemosynthetic Ecosystems
CINDY LEE , The College of William and Mary
May 29-31, 2003 in Williamsburg, VA
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 an Associate Professor 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 for advanced undergraduates and for graduate students.

Course: 72

Ecological Lessons From Mt. St. Helens
TOM HINCKLEY, University of Washington
July 20-23, 2003 in Mt. St. Helens, WA
Apply: UWA

Note:  This course has a participant fee of $175 (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/chautauq.

          This 4-day 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 research on, for example, 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 out-door laboratory offers an incredible array of lessons spanning from how different forests respond to tephra deposition to how gophers and mycorrhizal fungi interact in forest recovery. 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 that enable individuals and systems to recover -- we will be able to see and document many of these processes. Although there has only been 23-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. Finally, we will spend half a day at Mt. Rainier where we will examine the recovery from a 1947 mudflow and from the 1850 Little Ice Age advance of the Nisqually glacier.
          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, 25 participants.

For college teachers of: ecology and related sciences. High school teachers are also welcome on a space available basis. Prerequisites: interest in the outdoors, ecology; some hiking ability needed.

Dr. 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 is 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: 73

Geology and Ecology of the Colorado Western Slope
DONALD SULLIVAN, University of Denver and P. KELLY WILLIAMS, University of Dayton
June 1-5, 2003 in Grand Junction, CO
Apply: DAY

Note:  This course will run from early morning to late evening each day. This course has a participant fee of $175 (in addition to the application fee) which covers field trip costs and other course related expenses. Optional reduced rate lodging will be offered to early applicants.

          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: 74

Biodiversity and Ecology of Mammals and Birds of the Appalachian Mountains
JOSEPH F. MERRITT and ROBERT S. MULVIHILL, Powdermill Biological Station
August 11-15, 2003 in Rector, PA
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. Dr. Mulvihill is a field oornithologist 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 Lousiana Watherthrush. 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: 75

Ecology of Amphibians and Reptiles of the Southeastern North America: A Field Biology Course
JEFFREY D. CAMPER, Francis Marion University
May 21-23, 2003 in South Carolina
Apply: CBU

Note:  Instructions for travel, lodging and clothing for field trips are obtained after applying to CBU.

          The southeastern coastal plain has a rich and varied herpetofauna with approximately 100 species occurring in the region. A better understanding of the ecology and natural history 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 amphibians and reptiles. 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 board, funnel traps, and turtle traps to sample species at several natural areas. In addition, participants will take in part 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 of 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 fieldwork in the southern United States.

Course: 76

The Florida Keys: A Geographical and Environmental Overview
JIM WYSONG and KEN THOMAS, Hillsborough Community College
April 4-6, 2003 in Long Key, FL
Apply: TXA

Note:  Participants should come prepared for the opportunity to swim, snorkel, and hike moderate distances. Accommodations will be dormitory-style at the Keys Marine Laboratory on Long Key.

          Extending in a graceful arc off the southern tip of Florida, the Florida Keys are home to some of the most treasured, yet imperiled ecosystems in the nation. These islands lie atop the Florida Reef, a massive line of coral extending more than 430 km. from Miami to the Dry Tortugas. This course will provide a broad overview of the physical geography and geologic history of the Keys as well as an introduction to the varied and unique ecosystems found on these islands and in the surrounding sea. In addition to their natural history, the Keys also have a rich cultural history that will be examined in the context of the larger discussion of the human impact on this fragile archipelago.

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

Dr. 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. Dr. Thomas earned an M.S. in Zoology and Ph.D. in Biological Sciences from the University of Rhode Island. He is an Associate Professor of Biology at Hillsborough Community College where he teaches Honors Marine Biology, Biology, Anatomy & Physiology, and Microbiology. His area of specialty involves clam functional morphology and reproductive biology but also has research experience in invertebrate neurophysiology, phytoplankton studies, and whale behavior.

Course: 77

Geomorphology, Environment and Sustainable Development of Tropical Islands: The Puerto Rico Case
JOSE MOLINELLI, University of Puerto Rico, Rio Piedras
November 6-8, 2003 in Puerto Rico
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.

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

Course: 78

Hawaiian Marine Biology
P. KELLY WILLIAMS, University of Dayton and KIMBERLY SANDER SMITH, Guam Community College
July 7-11, 2003 in Hawaii
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 $350 (in addition to the application fee) which covers field trip costs and other course related expenses. Optional reduced rate lodging will be offered to early applicants.

          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. Several snorkeling trips are planned. 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 foot 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.

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.

Course: 79

Marine Ecosystems of Belize
LAWRENCE MEISSNER, Concordia University
January 6-10, 2004 in Belize Apply: TXA

Note:  This course will be held next January in 2004.

          Pristine marine ecosystems are difficult to find on this hemisphere due to heavy fishing and tourist pressure especially in areas near resorts. Some less populated areas of Belize, however are still relatively unspoiled and offer views of a great variety of creatures in several marine communities.
          This course will emphasize the native marine wildlife of Belize in various ecosystems including riverine, lagoon and mangrove systems, intertidal zones, and various reef communities of Eastern Belize. Our base of operations will be a privately owned caye off the coast of Sittee River, Belize, not far from the island where the Smithsonian Institute has been doing research for many years.
          In addition to the corals, marine algae, fish and echinoderms typical of reefs at popular resort sites, participants should also be able to observe a large variety of sea cucumbers, tunicates, crinoids and other marine species not as commonly seen by tourists. The island where we stay is also host to a number of birds and a healthy population of boa constrictors. Evening discussions will focus on sharing observations and impressions from the day's field work, lectures on topics relating to effective strategies for teaching biology, as well as discussions of conservation issues related to marine ecosystems.
          Participants will be housed at the Wee Wee Caye Biological Station and Possum Point Biological Station. These sites are popular base stations for many university biology classes from the US and the hosts are very knowledgeable biologists. The station maintains a large library of field guides and published papers pertaining to research done in the local area. Detailed information on these sites and their facilities can be found at http://www.marineecology.com/fac.html.

For college teachers of: any discipline, but especially science education. Prerequisites: good physical health; ability to swim, interest in nature and conservation.

Dr. Meissner, professor of biology and science education at Concordia University, Austin, TX has led groups to Belize for 18 years and has also led several nature study trips to Hawaii, Jamaica, Mexico and sites throughout the US. He earned his Ph.D. in science education from the University of Texas at Austin and has a special interest in strategies for engaging teachers and students in experiential learning.

Course: 80

A Better Understanding of Earth by Observing From Space
GILBERT YANOW, NASA/Jet Propulsion Laboratory
August 20-22, 2003 at the Jet Propulsion Laboratory
Apply: CAL

Note:  This course will be held at the Jet Propulsion Laboratory.

          NASA is applying the methods and technology learned from the exploration of other planets and satellites in our solar system to 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 better allow us to live in better harmony with Earth while maintaining a good quality of life for all on this planet. This course will discuss the various technologies that are now being used, such as various types of sensors that observe our atmosphere, oceans and land, from space. The atmosphere is being modified by human interaction. The basic questions are how much is this change and can our atmosphere cope with it. The oceans are the main drivers of the earth's weather systems. Here the attempt is to better know the currents, heat capacity and winds of the world's waters to be able to better predict weather and climate change. Today, we have better maps, from a global standpoint, of some the planets than we do the earth. New missions are getting us not only better maps, but a better understanding of the local gravity fields of the globe.

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 welcome on a space available basis. Prerequisites: none.

Dr. Yanow is the Outreach Coordinator for the Genesis Solar Mission and has also worked 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: 81

Global Climate Change: Today's News, Tomorrow's Problem?
RICHARD GAMMON, University of Washington
June 19-21, 2003 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, and public policy. High school teachers are also welcome on a space available basis. 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: 82

Desert Ecology in the Mojave National Preserve
ERIK P. HAMERLYNCK, Rutgers University and JOHN CAROTHERS, Cabrillo College.
May 4-10, 2003 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 fee of $50.00 will be charged in addition to the course application fee to offset costs of transportation from Las Vegas to the Eastern Mojave Preserve, 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 aridland vascular and non-vascular plants, with a particular emphasis on interdisciplinary work with geologists and plant community ecologists in deserts across the arid Southwest. 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: 83

The Ecology and History of the Mojave Desert Region, Desert Studies Center
MICHAEL BONDELLO, Allan Hancock College and ROBERT FULTON, Desert Studies Center
May 23-27, 2003 Desert Studies Center, Baker, CA
Apply: CAL

          The course will start on Friday night, the 23rd with an introduction to the ecology of the Mojave National Preserve. Over the remainder of the course there will be field activities to investigate the Preserve's major geological features, its perennial plants, insects, fishes, amphibians, reptiles, birds, and mammals.
          Saturday's field trip will visit Willow Gulch in the Cima Volcanic Field, with observation of its plant and reptile life, cinder cones and lava flows, the Granite Mountains, the historic Kelso Train Depot, and the Devil's Playground at Kelso Dunes. Sunday's field trip will visit the historic copper smelting site at Copper Wells, the Cima Dome, and Cow Cove Petroglyph Site. Monday's field trip will visit higher desert localities along the Cima Road and Cedar Canyon. These visits will expand our understanding of the history of the region by the study of local well-preserved petroglyphs, the evidence of early settlers, and some of the more recent history of the Eastern Mojave Desert.

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 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 on desert vertebrates. Robert Fulton is the Manager of the Desert Studies Center. He has specialized in the study of pollination ecology, tropical biology, and desert ecology. He has instructed courses in the natural history of the Eastern Mojave and performs on-going research in desert ecology at the Desert Studies Center.

Course: 84

Ecology of South-Central Alaska
BJARTMAR SVEINBJöRNSSON and DONALD SPALINGER, University of Alaska Anchorage<> June 21-23, 2003 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 $100 (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 Chairman of 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: 85

Energy Development in the Arctic
JOHN KELLEY, University of Alaska Fairbanks and GILBERT YANOW, NASA/Jet Propulsion Laboratory
June 4-6, 2003 in Anchorage, AK
Apply: CAL

Note:There may be a special fee of $50 to cover transportation. Please check http://www.csudh.edu/soe/Chaut2003 for any updates for 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. There may be a special fee of $50 to cover transportation. 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 Anchorage.

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: 86

Tropical Forests of Costa Rica
BARBARA L. BENTLEY, Noetica Naturalists
March 22-27, 2003 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 $550 for 6 days. (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 conversation.

Course: 87

The Geometry of Art and Architecture in the Maya Ruins of Palenque / Yaxchilan / Tonina / Bonampak
ED BARNHART, The University Of Texas at Austin
June 8-14, 2003 in 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 $170.00, lodging $360.00, meals $170.00, and entrance fees $35.00.

          Archaeologists over the last 100 years have tried without success to detect the units of measure employed by the ancient Maya of Mexico and Central America. Recent studies have discovered that the Maya, much like the ancient Egyptians and Chinese, built using the geometric proportions found in nature. A growing body of data has demonstrated that golden mean and square root proportions pervade the forms of Maya art and architecture, often times combined in eloquent groupings of natural geometry. Unlike other ancient cultures, the Maya may have used proportionality in place of rather than in conjunction with units of measure. This five-day tour and lecture series will investigate the geometric proportions used by the Maya through hands-on measurements of art and architecture in the ruins of four ancient cities.
          Palenque, a jungle shrouded ruins in Chiapas, Mexico, will be the home base for the tours. The group will stay comfortably in the nearby modern town of the same name. The existence of proportional geometry at Palenque is abundant and well documented. The group will spend its first two days there, learning the ways in which proportions were used and measuring them for themselves. After measuring proportions with modern equipment, the group will learn the ancient Maya methods of measurement, which involves cords and shadows cast by the sun on specific days of the year.
          Once the group has developed their measurement skills, the last three days of the course will be spent visiting some of Palenque's ancient neighbors; Yaxchilan, Tonina and Bonampak. Selected buildings and art panels at each site will be measured and analyzed for evidence of natural proportions. The examples chosen will have never been tested and thus the group will be performing baseline studies to test this still fledgling theory of Maya geometry. Evening lectures will provide a broader perspective of ancient Maya geometry and evidence that natural proportions in art and architecture are still in use among the modern Maya.
          Please visit the website: http://mesoweb.com/ for additional information on this subject.

For college teachers of: archaeology, anthropology, architecture, engineering, art, 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 geometry 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.

Dr. 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. He received his Ph.D. in Anthropology.

Course: 88

The Creative Process in Science and the Arts
RALPH DAVIS, Albion College
April 10-12, 2003 in Midtown Manhattan, NY
Apply: SUSB

Note: This course will be offered at the Stony Brook Manhattan campus located in Midtown Manhattan.

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

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

Dr. Davis is Professor of Philosophy of Albion College.

Course: 89

Paradox
HANS CHRISTIAN VON BAYER, College of William and Mary and RALPH DAVIS, Albion College
May 15-17, 2003 in Midtown Manhattan, NY
Apply: SUSB

Note: This course will be offered at the Stony Brook Manhattan campus located in Midtown Manhattan.

          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, the EPR Paradox, Superluminal Signal Transmission, Gibbs' Paradox, Parrando's Paradox, and the Hardy, Vaidman, Greenberger/Horne/Zeilinger Quantum Paradoxes, etc. We will reflect on logical and philosophical paradoxes from Zeno, Russell, Goedel and Quine, to Hempel's Raven, the Prisoner's Dilemma, the Unexpected Hanging and Newcomb's Paradox. The history of visual paradox will be examined from Brunelleschi, Durer, de Vries and Hogarth, to Reutersvard, Dali, Penrose and Escher highlighting our Euclidian/Renaissance conventions of seeing and graphic representation. Also included will be 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. Time permitting, the sophisticated and highly suggestive writings of such authors as Augustine, Borges, Carroll and Wells will provide examples from yet a different perspective. 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." A very modest Suggested Reading List will be provided.

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

Dr. von Baeyer is Professor of Physics at the College of William and Mary. Dr. Davis is Professor of Philosophy at Albion College.

Course: 90

Geographic Information Systems: Applications in the Social and Physical Sciences
RICHARD P. GREENE, Northern Illinois University
May 22-24, 2003 in Memphis, TN
Apply: CBU

          A geographic information system (GIS), composed of multiple layers of information about a place, can facilitate problem-solving across the social and physical sciences. This course will apply the latest GIS tools to the analysis of a social and physical problem that draws upon a diverse set of GIS layers including agricultural, demographic, hydrologic, soils, wetlands, social indicators, and business factors. Methods of integrating land and water information with demographic and economic information will be used to analyze the interdependencies of human and physical systems in urban and natural environments. Participants will experience hands-on applications of ArcGIS software and related extensions in a computer laboratory. New geographic, environmental, demographic, and economic information will be obtained from the World Wide Web and integrated for evaluating course topics for each participant's local area. 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: 91

Life History and Documentary Approaches to Inquiries About Race and Community
RICARDO C. AINSLIE, The University of Texas at Austin
June 5-7, 2003 in Austin, TX
Apply: TXA

          This course has two interrelated aims. First, it explores documentary, qualitative, and ethnographic methodologies as uniquely suited to engage and explore particular social questions. Second, it explores issues of race and community and the psychological processes that become activated when communities undergo race-related conflicts.
          Narrative accounts (such as documentary film, biography, or other non-fiction works) are an important medium through which we endeavor to understand events that have a significant impact upon our lives (both individually and collectively). In this course we will engage such accounts as a form of inquiry, one that relies heavily on interview methods and broader descriptive methodologies such as ethnography and qualitative approaches to research. How are such accounts constructed and how are they to be evaluated? The course will focus on the underlying methodological assumptions as well as prototypic problems and ambiguities that characterize this kind of inquiry.
          In addition, the course will examine three case studies of small communities that have experienced significant conflict related to issues of race and social change. The instructor's research in these communities, work that has utilized the methodological approaches described above, will form part of the material for the course. For example, as one of our case studies we will examine the impact of the murder of James Byrd as a hate crime that has profoundly affected the community of Jasper, Texas. We will read interviews conducted with local residents, and examine other materials that help us understand how communities respond to race-related tensions and crises. Other case studies will examine the impact of school desegregation as a significant social transformation and the impact of civil rights legislation on a historically non-minority community.

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

Dr. Ainslie is a Professor of Educational Psychology at The University of Texas at Austin where he teaches an undergraduate honors course on Life History and Documentary Approaches to Inquiry, as well as doctoral courses in Counseling Psychology and Psychoanalytic Theory. His most recent research interests have focused on issues of race and community.

Course: 92

Good Intentions: The Faces of Evil in Science
ELOF AXEL CARLSON, Stony Brook University
May 29-31, 2003 in Midtown Manhattan, NY
Apply: SUSB

Note: This course will be offered at the Stony Brook Manhattan campus located in Midtown Manhattan.

          Evil is rarely used as an adjective to describe scientific behavior. The term suggests that it is an intrinsic trait, but most scientists prefer to think of flawed behavior instead. This course will survey real and purported evil in science. Nazi race science and its eugenic applications in the Holocaust (even to its own Aryan people) can be considered evil. So too can the Lysenko affair in the USSR from 1936-1965. Less clear examples are people with good intentions, like Dr. Harry Clay Sharp, an advocate for the health of his prisoners who also introduced compulsory sterilization by vasectomies. Some examples illustrate the banality of evil described by Hannah Arendt for Eichmann (Charles Davenport and Harry Laughlin, chief architects of the American Eugenic movement, might fit in this category) Most controversial are those whose acts of evil are done for patriotic reasons (designing weapons of mass destruction). Other examples will include looking the other way when doing applied research (the thalidomide scandal; the DES scandal; the Agent Orange effects in commercial and military use of herbicides.
          We will discuss the oppressive nature of politics in shaping bad science that harms both our own citizens and non-combatants. This will include discussions of radiation protection; environmental mutagens, and ecological damage. We will also consider the equally difficult process of labeling things (often unjustly) as evil when what is at issue is a religious or ideological view of life or the environment. This is especially true for new technologies involving genetics and developmental biology, including assisted reproduction, gene replacement therapy, cloning, and genetically modified foods.

For college teachers of: all natural and social sciences interested in including discussions of values in their courses. Prerequisites: none.

Dr. Carlson is a Distinguished Teaching Professor in the Department of Biochemistry, Stony Brook University. 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: 93

Consequences of WWI
RUSSELL F. WEIGLEY, Temple University
June 9-11, 2003 in Philadelphia, PA
Apply: TUCC

          The First World War dramatically reshaped the world in ways that are with us still. This course will explore those ways.
          It has become proverbial that the early summer of 1914 in Europe and North America was an idyllic time, with many signs seemingly pointing toward the new twentieth century's becoming a peaceful era of the fulfillment of all sorts of cultural, scientific, technological, and political promises for a better world. Then the idyll was abruptly shattered by events that, unexpectedly to all but a few people, grew out of a double murder in an obscure corner of the Balkans. The repercussions of that incident spread around the globe to transform the anticipated time of peace into a brutal, stalemated war, which not only persisted for four years, but destablized world politics so that the whole century that followed became a time of repeated wars. A century of expected cultural harmony among peoples became instead an era of brutalized values in which promiscuous killing of the innocent came to seem acceptable to many. Much of the promise of a better life through science and technology led rather to more efficient mass murder by means of scientific and technological change. A hoped for politics of international cooperation gave way to a politics of jealous rival nationalisms and ideologies.
          The course will consider how the June 28, 1914 assassination incident in Bosnia came to mushroom into a world war with an eye to ongoing lessons for crisis management. It will examine how the subsequent war of 1914-1918 changed the nature of warfare, with a review of major campaigns and their weaponry, tactics, and strategy. It will note how the entry of the United States into the war proved to transform the role of the United States in the world. It will analyze the impact of the war upon literature and ideas, especially in the English-speaking countries. It will assess the reasons for the failure of peacemaking at the end of the war to achieve more than a brief truce, how World War II grew out of World War I, and the ways in which the Second World War was a continuation of the First and also the ways in which it differed from the First. It will briefly consider an alternative history of the twentieth century in which there was no world War I to disrupt the peaceful prospects at the beginning of the century, and it will assess the continuing impact of World War I upon our world even as we enter another new century, in matters ranging from our prevalent ironic cast of mind to the world's propensity toward terrorism.

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: 94

Roots of Islam
DOUGLAS MAGRATH, Embry-Riddle Aeronautical University
June 2-4, 2003 in Philadelphia, PA
Apply: TUCC

Note:  Instructor will use a series of videos as part of the course.

          This course provides a view of the Islamic world through the Koran, literature and political writings of the people who make up that world. The course addresses the subjects of the core beliefs of the Islamic faith , customs and practices and both secular and fundamentalist movements in the modern world. The conflict between Islamic or traditional eastern values and western modernism is the focus of the study.
          The introductory lecture begins with a discussion of the pre-Islamic period which set the stage for the rise of this new religion. Next the participant is given the historical background of the rise of Islam, the Koran, and the major doctrines that are so vital to a full understanding of the developments of the modern period. The major beliefs and practices, including the "Five Pillars of Islam" will be discussed by the class. The class will learn how Islam is more than a religion; it is a way of life. Also the similarities and differences between Islam, Christianity and Judaism will be examined.
          Next the course will examine how the spirit of westernization and modernism has penetrated the fabric of traditional Islamic society and continues to present a challenge to the whole region. Current trends including "islamicism" and westernization will be discussed along with current events.

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

Douglas Magrath is currently engaged in teaching and developing on-line courses. He has an M.A. in Arabic Studies from the American University of Beirut. He has taught courses in Arabic Language and Mideast Culture.

Course: 95

China's Perspective on National Security Issues
SU HAO, Foreign Affairs College, People's Republic of China
May 26-30, 2003 in Beijing, People's Republic of China
Apply: SUSB

          This unique, five-day short course in Beijing will provide an opportunity to engage in direct discussions with Chinese diplomats, scholars, military, and ministerial officials on their home ground. It will provide a unique Chinese perspective on security issues of mutual interest to China and the United States. It is sponsored by the Department of Diplomacy of the Foreign Affairs College, located in Beijing, the branch of China's Ministry of Foreign Affairs responsible for the education of Chinese diplomats. Topics covered in this course will extend, rather than repeat, those covered in the successful 2001 course with the same title. Topics will include:
·  Taiwan-China Crisis Analysis
·  Assessing China's Security Environment and Security Policies
·  Taiwan's Role and Military Strategy in Asia-Pacific Security
·  Military Relations Between the U.S. and Taiwan: Impact on U.S.-China Relations
·  Chinese Defense Policy
·  Chinese Perspectives on Arms Control and Disarmament
          The five-day course will be held at the attractive Beijing campus of the Foreign Affairs College. Participants can reside in inexpensive housing in a new campus residence for visiting foreign scholars. Presenters will be drawn from College departments and various civilian and military ministries. There will be ample opportunity for participants to engage in discussions with presenters. Applicants will receive information and advice on visa applications and other necessary travel arrangements. It is not difficult to travel to Beijing. Participants wishing to arrive early or stay later at the Foreign Affairs College in order to extend their visit to China may do so at very modest cost by making individual arrangements.

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

Dr. Su Hao is a Member of the China Committee of the Council of Security Cooperation in the Asia-Pacific Region, board member of the Chinese Association of Arms Control and Disarmament, and a faculty member in the Diplomacy Department at the Foreign Affairs College in Beijing. China. He has a broad background in China's foreign policy, strategic and security studies, and arms control and disarmament. He will coordinate presentations by his colleagues and other officials.

Course: 96

Globalization, Institutions and Politics
JACKIE SMITH, Stony Brook University
May 29-31, 2003 in Midtown Manhattan, NY
Apply: SUSB

Note: This course will be offered at the Stony Brook Manhattan campus located in Midtown Manhattan.

          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 Stony Brook University. 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: 97

Economic Sanctions: Theory, Cases and Evidence
GEORGE A. LOPEZ, University of Notre Dame
May 8-10, 2003 in Midtown Manhattan, NY
Apply: SUSB

Note: This course will be offered at the Stony Brook Manhattan campus located in Midtown Manhattan.

          Over the past dozen years economic sanctions have been used with increased frequency in world affairs as a 'peaceful' means of dispute settlement that retains a coercive 'bite' similar to war. In a dozen celebrated cases economic sanctions have been adopted by the United Nations Security Council, while the European Union tops the list of multinational institutions which have engaged in sanctions, often to improve human rights.
          This course will examine the design, effectiveness, adaptation and future of economic sanctions in global affairs, with special attention to the difficult, contrasting cases of Iraq and Yugoslavia. We also will examine new issues, such as international diamond boycotts, the mixes of sanctions and incentives to inspire internal regime change, and the control of the small arms trade, as well as weapons of mass destruction.
          Participants will receive complementary copies of Smart Sanctions (Rowman & Littlefield, 2002) and Sanctions and the Search for Security (Rienner,2002), both by David Cortright and George A. Lopez. Additional reading and teaching material also will be provided.
The course is offered by George A. Lopez, author, co-author and co-editor of more than 24 articles and 5 books on economic sanctions. He is director of policy studies and senior fellow at the Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame.

For college teachers of: in the social sciences and humanities. Prerequisites: none.

Dr. Lopez is Senior Fellow and Director of Policy Studies at the Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame. Dr. Lopez's research interests focus primarily on the problems of state violence and coercion, especially economic sanctions, and gross violations of human rights. He also has an interest in ethical issues related to these questions. His work has been published in Chitty's Law Journal, Human Rights Quarterly, The Bulletin of the Atomic Scientists, International Studies Quarterly, The Fletcher Forum, Journal of International Affairs, The International Journal of Human Rights, and Ethics and International Affairs. With Michael Stohl, he has been editor and contributor to five books on repression and state terror, most notably, Government Violence and Repression: An Agenda for Research. Working with David Cortright since 1992, he has written more than twenty articles and book chapters, as well as five books, on economic sanctions.

Course: 98

America's Hidden Presence: Socioeconomic Class
MICHAEL ZWEIG, Stony Brook University
June 12-14, 2003 in Midtown Manhattan, NY
Apply: SUSB

Note: This course will be offered at the Stony Brook Manhattan campus located in Midtown Manhattan.

          The point of this course is to bring class back into focus in the United States, especially the working class. It is an interdisciplinary presentation based in the social sciences, meant as a resource for those interested in the world of work, power, and politics at the start of the new millennium.
          We will approach class more as a question of power than income or life style, looking at class - the capitalist class, the middle class, and the working class - in terms of the relationships among them in the social power grid. We will explore interactions that operate among class, race, and gender, and the meaning of class within globalization. Using the latest data, we will see why class is important by showing how our understanding of major social issues changes when we look at them through the lens of class.
          The course will include exercises in the pedagogy of class to explore techniques and materials useful for teaching about class in college, university courses, and in adult education courses. Students will be introduced to the rich environment of labor studies and union organization in New York City.

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

Dr. Zweig is the founder and director of the Center for Study of Working Class Life and professor of economics at Stony Brook University , where he has won the SUNY Chancellor's Award for Excellence in Teaching. His most recent book is The Working Class Majority: America's Best Kept Secret (Cornell, 2000). He has served two terms on the state executive board of United University Professions, Local 2190, American Federation of Teachers, the union representing nearly 27,000 faculty and professional staff throughout the SUNY system. His earlier books include Religion and Economic Justice and The Idea of a World University.

Course: 99

Using Sports to Teach Undergraduate Economics
ALLEN R. SANDERSON, University of Chicago
June 16-18, 2003 in Memphis, TN
Apply: CBU

          This short course is designed to convey to instructors ways in which examples in professional and college athletics can contribute in the classroom as an effective, enjoyable vehicle to illustrate and expand upon basic theoretical principles in both microeconomics and macroeconomics, Concepts such as relative prices, marginal analysis, opportunity cost and comparative advantage, efficiency and optimality, price ceilings and floors, the structure of competition, monopoly and cartel behavior, the supply of and the demand for labor, racial and gender discrimination, game theory and strategic decision making, equity, discounting and present value, asymmetric information problems, risk and uncertainty, changes in gross (and local) domestic products, and the role of government and public policy actions are treated in the context of historical and contemporary sport cases. Sessions will also devote time to basic measurement, modeling, statistical and econometric tools that can be joined with simple data sets to complement the theory with empirical analysis.

For college teachers of: undergraduate economics and social sciences. Prerequisites: undergraduate economics.

Allen R. Sanderson is Associate Chair of the Department of Economics at the University of Chicago, where he teaches a course on the economics of sports as well as the Department's sections of introductory economics. He is an oft-cited authority on sports economics issues, a contributor to op-ed pages on sports and non-sports topics in newspapers around the country and a frequent guest on national and Chicago-area television and radio programs. Recent professional publications include research on the economics of sports stadiums, labor markets in professional and collegiate athletics, and competitive balance in baseball. He serves on the editorial board of The Journal of Sports Economics. During the past two years he has participated in three national conferences on the business of sports ­ Smith College, Washington University and Vanderbilt University. In 1998 he was a recipient of the University of Chicago's prestigious Quantrell Award for teaching excellence. His article on Nobel laureates in economics associated with the University of Chicago, Wealth of Notions, was the cover story for the December 2001 issue of the University of Chicago Magazine. He also holds an appointment as a senior research scientist at the National Opinion Research Center (NORC) where his contributions include research on higher education, labor market and affirmative action.

Course: 100

Teaching Macroeconomics Using Computer-Based Methods and Simulation
HUMBERTO BARRETO, Wabash College
June 19-21, 2003 in Memphis, TN
Apply: CBU

          The content of the typical undergraduate Intermediate Macroeconomics course has changed radically in the last ten years. At the same time, computers have become more powerful, easier to use, and as common as pencil and paper.
          In spite of these developments, teaching methods in Macroeconomics remain virtually unchanged. The Solow Model now included in most macro texts, for example, is usually taught via chalk and talk. This course will demonstrate how to utilize computer-based, active learning techniques to explore the Solow Model via numerical simulation and analyze its comparative statics properties. By providing real, concrete examples with clear visual feedback, students (willingly) learn much more macroeconomics.
          Participants will receive a CD ROM containing an extensive set of Excel-based workbooks. Although the materials are explicitly tied to Mankiw's Intermediate Macro text, the files easily can be adapted to fit with any modern macro textbook.
          We will begin by accessing the latest data from a variety of online sources. After learning how to use the Comparative Statics Wizard (a valuable Excel add-in), we will focus on solving the Solow Model and exploring its comparative statics properties. In addition, short-run IS/LMAD/AS models will be presented, solved, and a variety of comparative statics analyses will be demonstrated. Finally, we will review and learn how to teach a few "micro" foundation topics (such as the Baumol-Tobin Cash Management Model and an Intertemporal Choice Model) using computer-based methods.
          The course will be taught in a computer lab, in a hands on, workshop environment. Participants will learn how to teach with the files in a projection display lecture style, in computer lab environments, and in traditional classes as homework assignments.

For college teachers of: macroeconomics. Prerequisites: Teachers or future teachers of economics. Some experience with computers particularly with Excel.

Dr. Barreto is interested in using computers (especially Microsoft Excel) to improve the teaching and learning of Economics. He is the DeVore Professor of Economics at Wabash College, has been a Fulbright Scholar, and has presented the materials used in this course in many colleges and universities including institutions in Spain, Poland, Costa Rica, and Taiwan. He has won several teaching awards and has developed a variety of software tools and examples that can be found online at http://www.wabash.edu/econexcel. An example of the materials to be used in this course may be found at http://www.wabash.edu/econmacro.

Course: 101

An Introduction to LabVIEW for Use in Undergraduate Science Laboratories
REX L. BERNEY and PETER E. POWERS, University of Dayton
May 8-10, 2003 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. Dr. Powers is an Associate Professor of Physics and Electro-Optics at the University of Dayton. His research interests are in nonlinear optics and spectroscopy. His laboratory makes wide use of LabVIEW for instrument control and data acquisition.

Course: 102

Designing Web-based Learning Environments [E-Learning]
THOMAS T. LIAO and JOANNE ENGLISH DALY, Stony Brook University
May 29-31, 2003 in Stony Brook, Long Island, NY
Apply: SUSB

          Web-based learning [e-learning] offers flexibility to students while placing additional pressures on faculty who are asked to transform traditional classes into distance learning (DL) experiences for students. 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 of DL is "web-based distance learning."
          The use of e-learning techniques has grown based on student demand; as students balance a desire for traditional on campus experiences with a need for expanded learning opportunities without geographic and/or time constraints. This course will offer participants an opportunity to construct techniques and develop strategies for developing learner centered, interactive activities, which will lead to successful web-based environments. Hands-on sessions will offer participants experience and using Macromedia Dreamweaver© and BlackBoard©.
          Within this workshop each participate will generate and share ideas for use in both traditional and computer-based settings. This workshop is for faculty who have an interest in investigating the design of distance learning environments, new designers who are challenged to develop highly interact web-based activities, and experienced distance learning instructors.

For college teachers of: all disciplines. Prerequisites: no prior computer programming experience required, but participants should be intermediate to advanced computer users. Participants wishing to use Dreamweaver© following the course will need to purchase a copy for their personal or school use. A full working version can be downloaded at http://www.macromedia.com/software/dreamweaver/.

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: 103

Just-in-Time Teaching: Blending Active Learning with Web Technology
GREGOR NOVAK, EVELYN T. PATTERSON, United States Air Force Academy, VIRGINIA A. ANDREOLI MATHIE, James Madison University, and KATHLEEN MARRS, Indiana University Purdue University
June 5-7, 2003 in Colorado Springs, CO
Apply: SUSB

Note:This course will be held at the U.S. Air Force Academy in Colorado Springs, CO.

          Just-in-Time Teaching (JiTT) is a pedagogical strategy developed over the past six years. JiTT is presently used in mote than 200 science and humanities courses at 75 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 (gregor.novak@usafa.af.mil) 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 technology to improve undergraduate physics teaching. Over his tenure on the faculty at IUPUI, 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 (Evelyn.Patterson@usafa.af.mil) is Professor of Physics and Director of the Center for Physics Education Research at the US Air Force Academy. She received her BS degree from Bucknell University, where she majored in Physics and minored in Music, and her PhD in experimental cosmic ray physics from the University of Delaware, where she worked with high altitude balloon and satellite experiments. Dr. Patterson joined the faculty of the US Air Force Academy in 1993. At the Academy, she teaches cadets and is involved in a number of physics education projects, while continuing to do some cosmic ray physics research. Her educational interests broadly include the use of technology to improve teaching and learning. Dr. Patterson is a winner of the Air Force Academy Outstanding Educator Award. Dr. Mathie (andreova@jmu.edu) is a Professor of Psychology at James Madison University where she has taught for 28 years. She has used computers in her teaching during most of her career. Her current research focuses on the impact of instructional technology on learning and teaching. She has numerous publications and presentations dealing with active learning and teaching with technology. She has served as the chair or a member of several task forces and working groups dealing with technology and psychology education for the American Psychological Association. Dr. Mathie has been the recipient of James Madison University's Distinguished Teacher Award and the American Psychological Association's Distinguished Contributions to Applications of Psychology to Education and Training Award. Dr. Marrs (kmarrs@iupui.edu) is an Assistant Professor at IUPUI, doing research in the area 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. She spent much of her first year at IUPUI (1998 - 1999) developing a "Just-in-Time" Contemporary Biology course for non-science majors with features similar to the successful "Just-in-Time" Physics courses at IUPUI. In the spring of 2000, she taught Contemporary Biology using Just-in-Time Teaching. This project is supported by the National Science Foundation's Division of Undergraduate Education (NSF DUE).

Course: 104

Towards Developing Interactive Multimedia Materials for the Classroom
DON LEWIS MILLARD, Rensselaer Polytechnic Institute
July 21-23, 2003 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. Millard is the director of the Academy of Electronic 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: 105

Introduction to Visual Basic.NET Programming
JUDITH L. GERSTING, University of Hawaii at Hilo
June 9-11, 2003 in Dayton, OH
Apply: DAY

          VB.NET is the newest version of Microsoft's Visual Basic programming language. While still making it easy to produce a graphical user interface, VB.NET is now a fully object-oriented programming language.
          This workshop will briefly discuss classes, objects, and methods, using modified UML (Universal Modeling Language) for object-oriented design, but will mainly concentrate on design implementations in VB.NET for windows-based programs. We will cover an introduction to the VB.NET programming environment, event-driven programming, and graphical user interface creation. VB.NET language issues will include variables and data types, type casting, control structures, scope of variables and methods, constructors, properties, argument passing, exception handling, and simple graphics.
          Participants will have many opportunities for hands-on experience.

For college teachers of: any discipline. Prerequisites: familiarity with microcomputers running the Windows operating system, programming experience in some high-level language.

Dr. Judith 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: 106

Introduction to the Microsoft .NET Framework and Persistent Data
JOHN GERSTING, University of Hawaii at Hilo
June 9-11, 2003 in Dayton, OH
Apply: DAY

          Microsoft's .NET technology is a new programming model aimed at Internet (client / server) applications. We will examine the fundamentals of the .NET Framework and how it interacts with relational databases and XML (eXtensible Markup Language). In the relational model we will examine 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 is used by the .NET Framework to manipulate relational databases (e.g., Microsoft SQL Server, Oracle, and Microsoft Access). XML is the "transport" language within the .NET Framework. We will examine the XML syntax and how XML is used to represent data and metadata. We will examine the .NET Framework mechanisms that tie these ideas together - data readers, data sets, and data adapters and how SQL and XML are used.
          Most of the examples will look at 2-tier client/server systems. The client side deals with I/O and the business logic - in a C# or VB.NET program on your PC (a Windows Application). The data is stored on the server side in a relational database.
          All these .NET Framework ideas extend directly to the 3 tier Client / Server, Internet-based applications (Web Applications). We will examine how C#, VB.NET and ASP.NET (Active Server Pages) use ADO.NET (Active Data Objects) to communicate with the server database.
          Participants will have ample opportunity to gain hands-on experience in the laboratory working with C#, VB.NET, ASP.NET, ADO.NET and databases.

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

Dr. 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: 107

An Introduction to the Java Programming Language
JOSEPH E. LANG, University of Dayton
May 8-10, 2003 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: 108

Advanced Java Programming Language
JOSEPH E. LANG, University of Dayton
June 12-14, 2003 in Dayton, OH
Apply: DAY

          This course is designed to be a follow-on to the An Introduction to the Java Programming Language Chautauqua short course offered by Dr. Lang. Java has a number of advanced features that participants in that course wanted discussed. In this course we will cover as many of those advanced topics as time allows: threads, windows, applets, graphics, etc. Besides lectures, participants will have the opportunity for "hands-on" experience with these topics.

For college teachers of: any discipline. Prerequisites: experience with Java at the level of introductory Java course or similar experience.

See previous course description for biographical sketch.

Course: 109

Hands-On Networking
WAYNE C. SUMMERS, Columbus State University and REX L. BERNEY, University of Dayton
May 12-14, 2003 in Dayton, OH
Apply: DAY

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

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

Dr. Summers is a Professor and Chairman of Computer Science at Columbus State 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://csc.colstate.edu/summers. 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: 110

Introduction to Computer and Network Security
WAYNE C. SUMMERS, Columbus State University
May 15-17, 2003 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 and Chairman of Computer Science at Columbus State 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://csc.colstate.edu/summers.







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.