Course Descriptions

Teaching Creative Problem Solving
SIDNEY J. PARNES, Buffalo State College, Creative Problem Solving Institute and BEATRICE PARNES, San Diego College
June 10-12, 2004 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 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.

Changing Science Courses to Promote Critical Thinking
CRAIG E. NELSON, Indiana University
April 5-7, 2004 in Dayton, OH
Apply: DAY

          Mature critical thinking is a prerequisite to understanding science and to applying it appropriately. We will begin with an examination of the relations between understanding the nature of science and thinking critically. Mature critical thinking (unlike accurate reasoning, one of its components) can only be done for topics perceived as uncertain and requiring judgment. The continuing history of fundamental change in science, and its resulting dynamic and tentative nature, show that science must be fundamentally uncertain. We will examine the sources of this uncertainty and the various criteria, starting with probability, that allow scientists to decide which theories are (presently) preferable. These decisions are in turn based on various value judgments. (Consider the rationale for a 5% rather than a 1% or a 10% acceptance level.) The second (and main) focus of the workshop will ask the participants to design segments of their courses to help students understand mature critical thinking and apply it to science. The basics include: drawing out uncertainty, articulating the alternatives to which each theory is being compared, making explicit the criteria that discriminate among these alternatives and the values reflected in the choice of those criteria, and using gradations that distinguish among degrees of support and among levels of sufficiency. Our considerations will include both the ways particular topics are presented and some other aspects of course structure. These will include topic choice, presenting the instructor's own history of changing ideas and brief historical overviews, and the use of techniques such as structured small group discussion to increase comprehension, synthesis and application.
          Participants should bring with them lecture notes and other teaching materials for some course segments where critical thinking seems especially desirable. A summary of Dr. Nelson's approach is given in his On the Persistence of Unicorns: The Tradeoff between Content and Critical Thinking Revisited, and 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 US Research and Doctoral Universities Professor of the Year 2000.

Calibrated Peer Review: A Writing and Critical Thinking Instructional Tool
ARLENE RUSSELL, UCLA and TIM SU, City College of San Francisco
June 23-25, 2004 in Los Angeles, CA
Apply: CAL

           Calibrated Peer Review™ (CPR), a web-based, discipline-independent, instructional 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 many disciplines 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 are trained as reviewers using "calibration" essays. When students have completed the training, 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 workshop, participants will first experience a CPR assignment as a student does and then learn how to implement the program in a class. The group will review the rich set of assessment information that the CPR program can acquire on student performance and learn how to customize the information to specific needs. Participants will then work on the creation and development of new assignments for use in their own classes. Learn how to become proficient in developing new and creative CPR.

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, but potential proposers of NSF CCLI grants in any science area are encouraged to attend this workshop. To use CPR assignments at an institution, students will need to have regular access to computers with Internet capability. More information may be obtained from the Calibrated Peer Review web page: http://cpr.molsci.ucla.edu.

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

Engaging Students in Learning Science and Mathematics – The Process Workshop Classroom
DAVID HANSON, Professor of Chemistry, and TROY WOLFSKILL, Education Specialist in the Center for Excellence in Learning and Teaching of SUNY at Stony Brook, NY June 3-5, 2004 in Midtown Manhattan, NY
Apply: SUSB
July 26-28, 2004 in Memphis, TN
Apply: CBU

Note: Participant expenses for board and room will be partially subsidized by the NSF-supported POGIL project. Details will be sent upon receipt of the course application. For information about the POGIL project, go to http://www.pogil.org.

          A process workshop is defined as a classroom environment where students are actively engaged in learning a discipline and in developing essential skills by working in self-managed teams on activities that involve guided discovery, critical thinking, and problem solving, and that include reflection on learning and assessment of performance. The term process is used because the focus is on developing skills in key learning processes, and the term workshop is used because students are given tasks to complete as the active agents in the classroom. The essential skills, which we think most appropriate for a science workshop, lie in the areas of information processing, critical thinking, problem solving, teamwork, communication, 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 a process-workshop classroom appropriate for introductory science courses in specific disciplines such as chemistry, biology, mathematics, and physics. Teaching strategies that help make it successful will be reviewed, and both text-based and computer-based materials that support this learning environment will be examined. The process-workshop format is being developed through grants from the National Science Foundation 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 Stony Brook University. He is an established research scientist with over 125 publications, has served as chair of the department, and as chair of Stony Brook's Learning Communities Program. He graduated from Dartmouth College and received a Ph.D. from the California Institute of Technology. Dr. Wolfskill is a lecturer in the Department of Chemistry and an Instructional Support Specialist in Stony Brook's Center for Excellence in Learning and Teaching. He has taught at the college level, developed process-oriented cooperative learning activities, and currently is developing a computer-based learning system, LUCID (Learning and Understanding through Computer-based Interactive Discovery). He graduated from Albright College and received a Ph.D. from the University of Virginia.

Helping the Learner to Learn in the Science Classroom
HAROLD MODELL, University of Washington
July 14-17, 2004 in Seattle, WA
Apply: UWA

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

          This four-day workshop focuses on developing a learner-centered environment in the science classroom. Over the past several years, there has been increasing attention focused on a paradigm shift in undergraduate education from the teacher-centered environment in which information is "delivered" to students to the learner-centered environment in which students are "active" learners.
          This course is designed to help faculty learn and practice key elements for making this transition to the learner-centered environment in their classrooms. Participants will explore the critical factors that contribute to a successful active learning environment, and they will begin to relate these factors to their own classrooms. We will begin by defining an active learning environment. We then will proceed to explore the following issues: the role of the teacher, fostering a safe learning environment, facilitating student participation, setting and meeting classroom goals, and assessing progress in this environment. Finally, we will explore ways to help students adopt learning strategies aimed at meaningful learning.

For college teachers of: sciences. Prerequisites: at least one year of classroom teaching. Limit: 30 participants.

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 18 years, he also has been active on a national basis to help faculty learn about ways of improving life science education.

Cognition and Teaching Part 2
RUTH DAY, Duke University
May 5-7, 2004 in Durham, NC
Apply: TUCC

          In “Cognition and Teaching: Part 1” we examined various cognitive processes (such as attention and memory) and their implications for teaching and learning. Since then, participants have returned to their classrooms and used course materials in both explicit and implicit ways. After a brief review of the major concepts examined in Part 1, we will discuss their effects on subsequent teaching. New material on “higher” cognitive functions will then be presented, including knowledge representation, problem solving, writing, and relationships between language and thought. This material will then be applied to teaching in the traditional divisions of inquiry – natural sciences, social sciences, and humanities.
          Small Focus Groups will also meet to discuss the material in terms of specific disciplines (e.g., physics, chemistry, biology, math, computer science, psychology, sociology, anthropology, political science, history, philosophy, literature), and report their observations to the entire class. Concluding discussion will focus on cognitive aspects of teaching in the various disciplines – and the possibility that each can benefit from including approaches characteristic of other disciplines.

For college teachers of: all disciplines. Prerequisites: completion of the Chautauqua course, Cognition and Teaching: Part 1, given by Dr. Day.

Dr. Day has done extensive research in cognitive psychology, including perception, memory, comprehension, problem solving, mental representation, knowledge structures, individual differences and cognitive aspects of aging. Her forthcoming book, Cognition and Teaching incorporates some of the material from this course. She was on the faculties of Stanford and Yale Universities before going to Duke and was also a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford. She was designated one of the “Ten Best Teachers” at Yale, “Distinguished Teacher” at Duke and “All Star Teacher” by the Smithsonian Institution/Teaching Company.

Classroom Management: How to Teach Like a Pro
DELANEY KIRK, Drake University
June 17-19, 2004 in Durham, NC
Apply: UWA
July 15-17, 2004 in Seattle, WA
Apply: UWA

          While most 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).
          This three-day workshop will focus on various issues of classroom management beginning with the first day of class, and will address 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. At the end of the workshop, you should feel more confident about your ability to manage your classroom.

For college instructors of: all disciplines. The workshop would be particularly useful to those faculty members who are beginning their teaching careers, new faculty in 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. 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. She has conducted teaching workshops at the University of Washington, New Mexico State University, Grinnell College, Emporia State University, Drake University, and Metropolitan Community College, in addition to numerous academic conferences. She was selected for the prestigious Drake University Board of Governor's "Excellence in Teaching" Award.

What Do They Know? Assessing Student Learning
KAREN CUMMINGS, Southern Connecticut State University and BRAD LISTER, Anderson Center for Innovation in Undergraduate Education, Rensselaer Polytechnic Institute
May 27-28, 2004 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 holds positions as Associate Professor of Physics at Southern Connecticut State University and Visiting Scientist at Rensselaer Polytechnic Institute. 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 has 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. Dr. Cummings 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 Polytechnic Institute in Troy, New York. 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 scaleable, 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 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 NSF grant to conduct research on assessing, understanding and improving the transfer of learning in math, science and engineering.

Using Case Studies to Teach Science-A Workshop
CLYDE FREEMAN HERREID, University at Buffalo/SUNY, National Center for Case Study Teaching in Science
June 17-19, 2004 in Midtown Manhattan, NY
Apply: SUSB

          Case Studies have been used to teach students in law and business schools for over a hundred years. These cases are stories with an educational message. Case study instruction has been used in medicine under the terminology of Problem Based Learning where each patient is a case to be diagnosed and treated. The value of the case approach in the classroom is that it puts the subject matter in context rather than presenting the material as a series of isolated facts and abstract principles. When information is put into story form it is easier to learn and remember. It has particular appeal for students put off by science taught in the traditional lecture style.
          The purpose of the Case Study Workshop is to teach faculty about the different types of case study methods of instruction along with their strengths and weaknesses, how to teach with case studies, and how to write cases and teaching notes so that other individuals can use them This is a highly interactive workshop where participants experience case study teaching from the student's viewpoint first, then they will write their own cases which they can take home and use in their classes. An independent survey of several hundred faculty who have attended our case study workshops indicates that virtually all instructors report higher student satisfaction with this method of presentation compared to traditional lecture method, as well as greater student attendance, and higher grades.

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

Dr. Herreid holds the State University of New York's title of Distinguished Teaching Professor. He was trained as a biologist at Johns Hopkins University and Pennsylvania State University, and he has held positions at the University of Alaska, Duke University and the University of Nairobi. He has won every major teaching award at the University at Buffalo, and he established the university's Teaching Assistant Training Program. In addition to teaching the large introductory Biology class, he regularly conducts small seminar courses on case studies in science to Honors Students. Dr. Herreid is the Academic Director of the university Honors Program and founding director of The National Center for Case Study Teaching in Science. Its web site is located at http://ublib.buffalo.edu/libraries/projects/cases/case.html where there are 150 peer-reviewed cases published in all science disciplines including engineering and math. Dr. Herreid writes a regular column on case teaching in the Journal of College Science Teaching. Many of these articles are also published on the web site for The National Center.

Investigative Case-Based Learning
MARGARET WATERMAN and ETHEL STANLEY, Southeast Missouri State University, BioQUEST Curriculum Consortium at Beloit College.
July 11-13, 2004 in Memphis, TN
Apply: CBU

          Investigative Case Based Learning (ICBL) is a variant of Problem Based Learning that emphasizes student investigations. This short course is designed to support participants in the development of ICBL modules for their own classes. We will introduce several accessible online cases developed by undergraduate faculty that utilize realistic, meaningful and contemporary problems to engage students in scientific investigation. These case modules also include identification of resources, support activities, student products, and multiple assessment strategies. The use of online computational tools, data, and models to support student inquiry in these cases will
be emphasized.
          Investigative case-based learning provides students with short, realistic narratives (i.e. the cases) about people dealing with science-related situations, such as:
• investigating the spread of West Nile Virus,
• controlling gull populations at airports,
• conserving food-stained artifacts,
• identifying illegal whale meat products using bioinformatics,
• exploring potential impacts of increased caffeine levels in fresh water habitats,
• considering the technology behind genetically engineered pharmaceuticals.
          By working with such cases, students learn biology in meaningful contexts as they employ scientific information and methods to investigate these realistically complex situations. Multiple research studies of case-based learning show that when learning occurs around a real problem, there is an increase in both retention of information and in the ability to apply concepts to similar situations.
          There are three phases in ICBL. In this first phase, students read the case and then work collaboratively to complete a Case Analysis. By methodically analyzing the cases, the students begin to structure their own learning of both science process and content. Students recognize the value of their own prior knowledge as well as that of their peers. At the same time, they identify areas they need to learn more about and the resources they will use for that learning. In the second phase, students define and undertake investigations in which they use observational skills, propose hypotheses, design experiments, gather data, use models, interpret graphs, and support their conclusions with evidence. In the last phase of ICBL, they present their findings to others using a wide variety of potential formats. This three phase process: problem posing, problem solving and peer persuasion (the BioQUEST “3P’s”) follows closely the activities of practicing scientists.
          Participants in this very interactive course will:
• Try out investigative case based learning
• Explore online investigative case modules developed by faculty from over sixty
   different institutions and departments
• Use computational tools and modeling to investigate biological problems
• Develop their own case module,
• Access web-based biology materials for their own courses, and
• Plan for implementation and assessment of student learning in their own classrooms

For college teachers of: biology, environmental science, chemistry, or geoscience. High school science teachers of advanced courses welcome if space is available. Prerequisites: Participants should bring a syllabus for a course in which they would like to develop one or more cases. Basic familiarity with preparing electronic documents (word processing) and with using web browsers and web searching is assumed. No special knowledge of any other software is required.

Dr. Waterman, Associate Professor of Biology at Southeast Missouri State University, is a specialist on case development and problem based learning and has extensive experience in faculty development as Director of Faculty Development at the University of Pittsburgh and as medical educator at Harvard. She has over 20 publications in plant pathology and science education. As Director of the BioQUEST Curriculum Consortium and member of the Biology faculty at Beloit College, Ethel Stanley participates in a wide range of projects at the national level and presents on reform in undergraduate science education. With two decades of teaching experience in the biological sciences at both two-year and four-year institutions Prof. Stanley strongly supports reform in undergraduate science education to include the collaborative use of computer models and simulations in introductory biology and the use of case-based investigation as opportunities to develop lifelong problem posing, problem solving and persuasion skills. She has over 30 publications, including co-editor of Microbes Count! (2003) ASM Press. She is also editor of Bioscene: Journal of College Biology Teaching.

Bringing Project Based Instruction into the College Classroom
ANTHONY J. PETROSINO, The University of Texas at Austin
June 10-12, 2004 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. But 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 at the 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/

Training Students in Team Work: Project Management, Personal Effectiveness and Interpersonal Effectiveness
DAVID I. BIGIO, University of Maryland, Clark School of Engineering
June 23-25, 2004 in Memphis, TN
Apply: CBU

          Traditionall y, 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 accrediting agencies such as ABET EC 2000, as well as the increasingly multidisciplinary nature of real world problems (e.g., pollution, energy shortages, etc.), faculty are faced with teaching future engineers and scientists a new skill set.
          Indeed some have suggested that technical competency is only the first step to a successful professional career: expertise in "people skills" such as the ability to listen, manage conflict, and work in teams, are also necessary to advance. In the case of teamwork, most faculty lack experience with project teams, either personally as a member of a project team, or academically in terms of actual training in the teamwork skills that can be used in the undergraduate classroom.
          This 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 effectiveness, 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 weakness to work most effectively as a part of a well functioning team. The second key domain to successful teamwork is "Interpersonal Effectiveness" or the ability to communicate well with others, negotiate group dynamics, and solve conflicts. Finally, the third domain is "Project Management". This refers to the fact that engineers and scientists often work on team projects that are quite complex. This domain provides tools to assist in managing multi-faceted, long-term projects.
          The BESTEAMS curriculum is also designed to progress from the freshman year to the senior year 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, team training versus teaching content.

For college teachers of: any discipline especially those interested in using 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 anf 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 2002-2003. 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.

Peer-Led Team Learning
PRATIBHA VARMA-NELSON, Northeastern Illinois University and MARK CRACOLICE, The University of Montana
May 24-26, 2004 in Fullerton, 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.

Beyond the 'Science Wars': Infusing Insights from 'Science Studies' into the Science Curriculum
DAVID EASTZER, City College of the City University of New York
June 10-12, 2004 in Midtown Manhattan, NY
Apply: SUSB

          Many scientists feel under attack by faculty in the Social Sciences and Humanities who study natural scientists as a community and the processes by which scientific knowledge is established, a conflict often referred to as 'the Science Wars'. Conversely, documents by national science organizations advocating undergraduate curriculum reform, such as one produced by the National Research Council (1999), urge science faculty to create introductory science courses for all students which "consider the sciences' relationship to the humanities, social sciences, and the political, economic and social concerns of society" by collaborating with our colleagues in the liberal arts. In this three-day course, we will examine how a working knowledge of research in this multidisciplinary field of 'Science Studies' can inform pedagogical and curricular innovation in natural science courses, and help alleviate the 'science-phobia' felt by many students.
          After a brief historical overview of the conflict between the Natural Sciences and the Liberal Arts in education, we will spend the bulk of the course exploring the different disciplines in 'Science Studies': their topics of interest, methodological approaches, and case studies. Our examination of each discipline ( e.g., the philosophy, history, sociology, rhetoric and anthropology of science; science and literature, art, theology, the law; and cultural studies and women's studies) will focus on how these perspectives can be used in the development of science curriculum and pedagogy without 'dumbing-down' scientific content. We will discuss classroom-tested exercises that allow students to explore issues such as: how science is actually practiced ('science-in-the-making'); the types of interactions among scientists from different disciplinary and institutional settings; differences in thinking and linguistic styles across the sciences; the role of metaphors and the interpretation of scientific images of nature; cognitive and social factors in theory choice and theory change; the embeddedness of science in cultural and societal interests, concerns, and ways of thinking; interactions between scientific expertise and the public's understanding of science; and the fair apportioning of the risks, rewards and responsibilities associated with techno-science.
          Participants will begin developing assignments and modules that could be integrated into the courses they teach, and to establish interdisciplinary collaborations that will extend beyond the three-day course.

For college teachers of: introductory and/or elective science courses for all students, science specialists in schools of education, and liberal arts faculty interested in the sciences. High school teachers are welcome on a space available basis. Prerequisites: An open mind and respect for scholarship in all disciplines.

Dr. Eastzer is Assistant Professor of Biology and Director of Science Education at the City College of New York's Center for Worker Education. He has developed and taught an interdisciplinary science curriculum for working adults returning to school, as well as courses for honors students, biology majors, and in-service secondary school science teachers. In 2001 Dr. Eastzer's teaching innovations were recognized by the City College Outstanding Teaching Award. This year he is organizing a CUNY Faculty Development Seminar Series which bring together interested faculty from 'Science Studies" and the sciences. Some presenters and/or participants in the seminar series may join us and share sample syllabi, assignments, and 'best practices'.

Alternative Energy and Energy Management
GILBERT YANOW, NASA/Jet Propulsion Laboratory
June 2-4, 2004 in Irwindale, CA
Apply: CAL

          At the present time, the U.S.A. economy is based on fossil fuels. However, these are not in endless supply, as shown by their continual price escalation. At the same time the use of fossil fuels (coal, oil, gasoline, etc.) is a polluting factor of the environment. As time goes on, we will be forced into a wider spread use of not only better energy management, but also more extensive use of alternative fuels.
          This course will examine the current technology of energy management for both industry and home, utilizing the state-of-the-art center for energy management of the Southern California Edison Company. We will briefly examine the history of alternative energy. We will examine the possible uses of Solar Energy, both the system design (solar electric and solar thermal) and manufacture of photovoltaics. We will visit the Shell Solar facility to better understand this technology. A final part of this course will look at the application of alternative energy sources for transportation, the Fuel Cell.

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. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his recent retirement, He was at JPL for 29 years. He was a member of the Photovoltaic Lead Center when JPL was conducting extensive research into the utilization of alternative energy. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Mechatronic System Design: Integrating Mechanical, Electrical, Control, and Computer Engineering
KEVIN C. CRAIG, Rensselaer Polytechnic Institute
July 21-23, 2004 in Troy, NY
Apply: RPI

           Mechatronics, as an engineering discipline, is the synergistic combination of mechanical engineering, electronics, control engineering, and computers, all integrated through the design process. It involves the application of complex decision making to the operation of physical systems. Mechatronic systems depend on computer software for their unique functionality. Synergism and integration in design set a mechatronic system apart from a traditional, multidisciplinary system.
          This three-day course studies mechatronics at a theoretical and practical level; balance between theory/analysis and hardware implementation is emphasized; emphasis is placed on physical understanding rather than on mathematical formalities. A case-study, problem-solving approach, with hardware demonstrations and hardware lab exercises, is used throughout the course. Topics covered include mechatronic system design, modeling and analysis of dynamic systems, control sensors and actuators, analog and digital control electronics, continuous controller design and digital implementation, interfacing sensors and actuators to a microcomputer / microcontroller, and real-time programming for control. These are the fundamental areas of technology on which successful mechatronic designs are based. Throughout the coverage the focus is kept on the role of each of these areas in the overall design process and how these key areas are integrated into a successful mechatronic system design.
          Starting at design and continuing through manufacture, mechatronic designs optimize the available mix of technologies to produce quality precision products and systems in a timely manner with features the customer wants. If winning designs are to be produced in today's environment, it is imperative that electronics and computer control be included in the design process at the same time the basic functions and properties are defined. The real benefits to industry of a mechatronic approach to design are shorter development cycles, lower costs, and increased quality, reliability, and performance.
          Hardware Systems used throughout the course include:
• Spring-Pendulum Dynamic System
• Two-Mass, Three-Spring, Motor-Driven Dynamic System
• Magnetic Levitation System
• Rotary Inverted Pendulum System
• Pneumatic Actuator Closed-Loop Microcomputer Position Control
• Temperature Computer Control System (Heater and Fan)
• DC Motor Closed-Loop Analog and Digital Speed Control

For college teachers of: any engineering discipline; particularly suited for mechanical and electrical engineering professors. 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 courses Sensors and Actuators in Mechatronics and Advanced Mechatronics. Over the past several years, he has conducted hands-on, integrated, customized, mechatronics workshops for practicing engineers at Xerox, Pitney Bowes, Dana, Procter & Gamble, Plug Power, NASA Kennedy Space Center, U.S. Army ARDEC, and for the ASME Professional Development Program. Since coming to Rensselaer in 1989, he has graduated 28 M.S. students and 19 Ph.D. students. He is the author of over 30 refereed journal articles and over 50 refereed conference papers, Emphasis in all his research is on a balance between modeling/analysis/simulation and hardware verification/implementation. He is a member of the ASME, IEEE, and ASEE.

Nanotechnology and Nanostructured Materials and Devices
R. W. SIEGEL, P. M. AJAYAN, J. DORDICK, S. GARDE, P. KEBLINSKI, L. S. SCHADLER, and F. SCHUBERT, Rensselaer Nanotechnology Center, Rensselaer Polytechnic Institute
June 28-29, 2004 in Troy, NY
Apply: RPI

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

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

Dr. 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. Dordick is the Chair of the Department of Chemical Engineering where he is also the Howard P. Isermann Professor of Biochemical Engineering. He received the NSF Presidential Young Investigator Award in 1989, the 1989 University of Iowa Faculty Scholars Award, and the 1998 Iowa Section Award of the American Chemical Society. Presently he serves on the Scientific Advisory Boards for several biotechnology companies. Dr. Dordick has published over 130 papers and is an inventor/co-inventor on 20 patents. Dr. Schadler has co-written and published several papers, and has won numerous outstanding honors and awards of excellence. Dr. Keblinski is 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 a Professor of Materials Science and Engineering at Rensselaer Polytechnic Institute. 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. Dr. Garde is an assistant professor of chemical and biological engineering at RPI. He works on a broad range of problems in the areas of bio and nanotechnologies using the techniques of statistical mechanics and molecular simulation. In particular, he is interested in understanding the role of water in biomolecular structure, function, and interactions. Dr. Garde received the CAREER award from National Science Foundation in 2001. He has published over 35 papers in scientific and technical journals. Dr. Schubert is Senior Constellation Chair of the Future Chip Constellation at Rensselaer Polytechnic Institute. He has made pioneering contributions to the field of compound semiconductors. He is co-inventor of about 25 US patents and co-authored about 190 publications. He authored books on doping in III-V semiconductors (1992), delta doping in semiconductors (1996), and light-emitting diodes (2003). He is a Fellow of the APS, IEEE, OSA, and SPIE and has received several awards.

Increasing the Retention of Under-Represented Groups--And the Learning of All Groups--In Science, Technology, Engineering and Mathematics Courses
CRAIG E. NELSON, Indiana University and ROBERT GROSSMAN, Kalamazoo College
May 10-12, 2004 in Dayton, OH
Apply: DAY

          This course will make your semester. If you are one of the minuscule minority of science, technology, engineering and mathematics (STEM) 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 STEM 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 use attribution theory and hidden differences between novices and experts to 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 STEM 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 STEM courses? As time allows, we will experiment with some additional questions and examples that may help us learn to see both opportunity and bias in aspects of content such as word-choice, metaphors, and questions asked and not asked. Brief development of these ideas and examples will help the participants provide additional examples, discuss applicability to their own teaching, and design specific ways to implement these approaches.

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

Dr. Nelson is a Professor of Biology at Indiana University, where he has been since 1966. He has been named a Carnegie Scholar for 2000-01 by the Carnegie Foundation and has received several major teaching awards from IU as well as nationally competitive awards from Vanderbilt and Northwestern universities. He has been a Sigma Xi National Lecturer, an honor that emphasized his scholarship on college pedagogy, and has directed Chautauqua Short Courses on fostering critical thinking in science for many years. He has been invited to present workshops on dealing with diversity at major meetings on college teaching both in the US and in the United Kingdom. His 1996 article from the American Behavioral Scientist (Student Diversity Requires Different Approaches To College Teaching, Even In Math And Science) will be distributed in the course. Recently, in recognition of Nelson's contributions to the improvement of undergraduate teaching, the Carnegie Foundation for the Advancement of Teaching honored him as its US Research and Doctoral Universities Professor of the Year 2000. 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 specialty 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.

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 H. STITH, American Institute of Physics
June 17-19, 2004 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 underrepresented populations to participate in the sciences. We will explore the fields of science, engineering, and medicine, and discuss to what extent the climate of these fields allows women and persons of color to participate. In addition, we will analyze issues of science education and representation of women and persons of color in scientific academia.
          Possible readings include: Journey of Women in Science and Engineering: No Universal Constants, 1997. A Hand Up: Women Mentoring Women in Science, 1995. Love, Power, and Knowledge: Towards a Feminist Transformation of Sciences, 1986. Women Scientists from Antiquity to the Present: An Index, 1986. Minorities '93: Trying to Change the Face of Science, 1993. Sage: A Scholarly Journal on Black Women, 1989.

For college teachers of: all disciplines. Prerequisites: none

Dr. Didion has been Executive Director of the Association for Women in Science. 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. His Doctorate in physics was earned from The Pennsylvania State University, and his Master's and Bachelor's degrees in physics were received from Virginia State University. 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.

How to Write a Mathematics Textbook and Course Materials
RAYMOND F. COUGHLIN, Temple University
May 20-22, 2004 in Philadelphia, PA
Apply: TUCC

          Have you ever toyed with the idea of writing a textbook or just developing highly effective classroom materials? Have you ever thought about how your teaching effectiveness would improve if you used your own text or materials? When your text and materials mesh perfectly your students are reassured that your course hangs together. They trust that they can earn the highest grade possible. The thrill of using your own text in class is matched only by the increased effectiveness you will experience in your teaching. In fact, this course will show you how and why the very act of writing your own materials will improve your teaching.
          Here are some of the topics we’ll cover:
• How do you get started?
• How do you avoid writer’s block?
• Where do ideas come from?
• What are the six primary ingredients in a mathematics textbook and how
   does each affect the book?
• Do I write for the student or for the professor?
• What is an "adopter's veto" and how can I avoid them?
• How do I get published?
In fact, a large portion of the course will be devoted to navigating the publishing industry. This will be an interactive workshop in which participants will plan, write and assess their own writing as well as other participants.

For college teachers of: mathematical sciences as well as those interested in writing texts. Prerequisites: none.

Dr. Coughlin has taught college mathematics for 36 years, 3 years at Loyola University and 33 years at Temple University, where he has won numerous teaching awards, including the Temple University Great Teacher Award. He has written 20 books and has published 18 books as a small press publisher. The books he has written include The Ascent of Mathematics with McGraw-Hill, a finite mathematics and calculus series with Thompson (now in its third edition), as well as several sports and parenting books. The books he has published include mathematics textbooks, sports books, novels and even a book on death and dying. He is currently the Director of the Temple University Honors Program.

Data Analysis and Visualization Using Mathematica
FLIP PHILLIPS, Skidmore College
May 16-18, 2004 in 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. Subsequently, attendees will receive hands-on experience with various discipline specific add-on packages and with the publicly available material from MathSource, the Mathematica notebook repository. We will also survey current classroom and teaching laboratory uses of Mathematica.

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

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

Introduction to Maple Programming
ALEX POTAPCHIK, Maplesoft, Inc.
May 23-25, 2004 in Memphis, TN
Apply: CBU

          Mapl e is a prominent computer algebra system used in education, research, and commercial corporations faced with mathematical challenges. It combines symbolic, numeric, and graphical calculations in one interface. More then that, Maple is a programming language all on its own. This workshop will thoroughly explore Maple's programming capabilities at an introductory to intermediate level. This workshop will begin by delving into the rudiments of conditional statements, for-loops and simple procedures. Next, this course will investigate module programming by placing several procedures within a module. Module programming is necessary to invoke your user-defined procedures like any regular Maple package.
          A full day will be designated to exploring Maplets. A Maplet is a graphical user interface that allows you to communicate with the Maple engine to perform calculations, plot, and much, much more. Maplets are designed and written using Maple code. /p>

For college teachers of: mathematics, statistics, engineering, physics, and any other subject that uses mathematics routinely. Prerequisites: some knowledge of use of computers, rudimentary knowledge of Maple, interest in using Maple in the classroom.

Dr. Potapchik is a math developer at Maplesoft Inc. He received his Ph.D. in 1995 from the University of Bielefeld, Germany. Before joining the Math Group at Maplesoft in 2000, he held various faculty positions at the University of Toronto, the University of Virginia and the University of Waterloo.

Abandoning Dead Ends: Presenting the Heart of Mathematics to All Students
MICHAEL STARBIRD, The University of Texas at Austin
May 18-20, 2004 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.

Teaching Differential Equations from a Dynamical Systems Viewpoint
ROBERT L. DEVANEY and PAUL BLANCHARD, Boston University
July 19-21, 2004 in Boston, MA
Apply: PITT

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

For college teachers of: mathematics. Prerequisites: none.

Dr. Devaney is Professor of Mathematics at Boston University. His research interests are in dynamical systems and include work in complex dynamics, Hamiltonian systems, and computer experiments in mathematics. In 1994 he received the Award for Distinguished University Teaching from the Northeastern section of the Mathematical Association of America. In 1995 he was the recipient of the Deborah and Franklin Tepper Haimo Award for Distinguished University Teaching at the annual meeting of the Mathematical Association of America held in San Francisco. In 1996, he was awarded the Boston Universiity Scholar/Teacher of the Year Award. In 2002 he received the National Science Foundation Director’s Award for Distinguished Teaching Scholars. In 2002, he also received the ICTCM award for Excellence and Innovation with the Use of Technology in Collegiate Mathematics. In 2003, he was the recipient of Boston University’s Metcalf Award for Teaching Excellence. He is author of 7 books on dynamical systems theory. With Paul Blanchard and Glen Hall, he is also the author of Differential Equations, published by Brooks-Cole. The course will be based on material in this last book. Dr. Blanchard has taught college mathematics for almost twenty-five years, most at Boston University. In 2001, he won the Northeast Section of the Mathematical Association of America’s Award for Distinguished Teaching of Mathematics. He has coauthored or contributed chapters to four different textbooks. His main area of mathematical research is complex analytic dynamical systems and the related point sets - Julia sets and the Mandelbrot set. Most recently his efforts have focused on reforming the traditional differential equations course, and he is currently heading the Boston University Differential Equations Project and leading workshops in this innovative approach to teaching differential equations.

Combinatorics in Concert: For Teaching, Research, Outreach, and Recreation
FRANCIS SU, Harvey Mudd College and DANIEL GOROFF, Harvard University
July 11-31, 2004 in Park City, Utah
Apply: PITT

          This year's UFP Program will use geometric combinatorics to weave together many aspects of a faculty member's professional life-- teaching, research, outreach, and recreation-- into a harmonious whole.
          The many beautiful yet accessible ideas in geometric combinatorics make this topic perfect for: (a) enriching a wide variety of undergraduate courses with examples from this field; (b) providing a source of research problems (for undergraduates or oneself); (c) generating topics for general lectures in the community or local high schools; and (d) sustaining recreation opportunities such as puzzle solving.
          Geometric combinatorics refers to a growing body of mathematics concerned with counting properties of geometric objects described by a finite set of building blocks. Primary examples include polytopes (which are bounded polyhedra) and complexes built up from them. Other examples include arrangements and intersections of points, lines, planes, and convex sets. There are many connections to linear algebra, discrete mathematics, analysis, and topology, and there are many exciting applications to game theory, computer science, and biology.
          Our concert will feature two concurrent parts, the "Baseline" and "Melody". Each will generally last one hour per day. The "Baseline" hour will be a survey course on "Geometric Combinatorics" (open both to undergraduate faculty as well as other PCMI participants) where we will have fun learning a selection of topics from this area, such as:
• Combinatorial convexity: affine geometry and Radon's theorem
• Set intersection theorems: Helly and KKM theorems, and o