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CHAUTAUQUA SHORT COURSES
FOR COLLEGE TEACHERS

2006 Faculty Development Program



Course Descriptions



Course: 1

Calibrated Peer Review: A Writing and Critical Thinking Instructional Tool
ARLENE RUSSELL, UCLA and TIM SU, City College of San Francisco
June 19-21, 2006 in Los Angeles, CA
Apply: CAL

          Calibrated Peer ReviewTM (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, 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.

Course: 2

The POGIL Classroom: Engaging Students and Developing Learning Skills
DAVID HANSON AND TROY WOLFSKILL, Stony Brook University
June 5-7, 2006 at Stony Brook
Apply: SBU

Note: Board (non-residence hall) and room (residence hall) will be provided by the NSF-supported POGIL project. The NSF grant does not allow payment of other travel expenses, i.e. transportation. For information about the POGIL project, go to www.pogil.org. Registration at both the Chautauqua and POGIL web sites is required.

          POGIL (Process-Oriented Guided-Inquiry Learning) is a student-centered method of instruction that is based on recent developments in cognitive learning theory and results from classroom research that suggest most students experience improved learning when they are actively engaged, working together, and given the opportunity to construct their own understanding. POGIL emphasizes that learning is an interactive process of thinking carefully, discussing ideas, refining understanding, practicing skills, reflecting on progress, and assessing performance. In a POGIL classroom or laboratory, students work on specially designed guided-inquiry materials in small self-managed groups. The instructor serves as a facilitator of learning rather than as a source of information. The objective is to develop learning skills as well as mastery of discipline-specific content simultaneously.
          This Chautauqua course models the POGIL classroom appropriate for introductory science courses in disciplines such as chemistry, biology, mathematics, and physics. The philosophy and principles of process-oriented guided inquiry learning are discussed. Text-based and computer-based materials that support this learning environment are examined. Teaching strategies that help make it successful are demonstrated. Activities suitable for use in participants' courses are designed, and plans for implementing POGIL, either to replace or supplement lectures, are developed and shared. In the POGIL classroom, students work in teams to acquire information and develop understanding through guided inquiry. They accomplish tasks and examine models or examples, which provide all the information central to the lesson, in response to critical-thinking questions. These 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. In this environment, key process skills in the areas of information processing, critical thinking, problem solving, teamwork, communication, self-management, and self-assessment are nurtured. These skills, just like skills in laboratory work and athletics, can be strengthened through practice, and including them explicitly in courses not only helps students be successful but also prepares them for the workplace and for life in general.
          The POGIL format is being developed and disseminated through grants from the National Science Foundation and has been described in several publications: J.N. Spencer, J. Chem. Ed. 76, 566-569 (1999); J.J. Farrell, R.S. Moog, and J.N. Spencer, J. Chem. Ed. 76, 570-574 (1999); D. Hanson and T. Wolfskill, J. Chem. Ed 77, 120-130 (2000) and 78, 1417-1424 (2001).

For college teachers of: science and mathematics. 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 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 and Education Specialist in the Department of Chemistry at Stony Brook. He has taught at both the college and university levels, conducted workshops for undergraduate and graduate teaching assistants and faculty nationwide, developed process-oriented guided-inquiry activities, and currently is developing a computer-based learning system, LUCID (Learning and Understanding through Computer-based Interactive Discovery). He graduated from Albright College and received a Ph.D. from the University of Virginia.

Course: 3

Advanced POGIL Workshop: Writing Materials and Improving Classroom Facilitation
RICK MOOG, Franklin & Marshall College, ANDREI STRAUMANIS, College of Charleston, & RENEE COLE, Central Missouri State University
June 9-11, 2006 in Allendale, MI
Apply: GVSU

Note: There is no application fee for this course. Application for this workshop must be made via the POGIL online application form at http://www.POGIL.org/events/GVSU6.php. This course is cosponsored by the POGIL project and is offered at Grand Valley State University in Allendale, MI. The POGIL project support includes complementary on-campus lodging for Thursday, Friday, and Saturday nights and all meals from breakfast on Friday to lunch on Sunday. For information about the POGIL project, go to http://www.POGIL.org.

          POGIL (Process-Oriented Guided-Inquiry Learning) is a student-centered method of instruction that is based on recent developments in cognitive learning theory and results from classroom research that suggest most students experience improved learning when they are actively engaged, working together, and given the opportunity to construct their own understanding. POGIL emphasizes that learning is an interactive process of thinking carefully, discussing ideas, refining understanding, practicing skills, reflecting on progress, and assessing performance. In a POGIL classroom or laboratory, students work on specially designed guided-inquiry materials in small self-managed groups. The instructor serves as a facilitator of learning rather than as a source of information. The objective is to develop learning skills as well as mastery of discipline-specific content simultaneously.
          This workshop is specially designed for people who have prior experience with POGIL and are interested in writing classroom materials and/or developing their classroom facilitation skills. Additional information concerning the expected experience of participants this workshop is available from http://www.POGIL.org/events/GVSU6.php. Please contact the POGIL Office (pogil@pogil.org) with any questions.

For college professors of: science and mathematics. Prerequisites: see preceding paragraph.

Dr. Moog is currently Professor of chemistry at Franklin & Marshall College. He is the Project Coordinator for the Middle Atlantic Discovery Chemistry Project (MADCP) and is Principal Investigator for the NSF-funded National Dissemination project in Process Oriented Guided Inquiry Learning (POGIL). He is the coauthor of materials used for guided inquiry instruction in general chemistry and physical chemistry, and has developed numerous guided inquiry experiments for use in the general chemistry laboratory. He has organized numerous symposia at national ACS and BCCE meetings concerning active learning throughout the chemistry curriculum, and has given over 40 presentations, posters, and workshops on guided inquiry and group learning. Dr. Straumanis is an Assistant Professor at the College of Charleston. Previously he was a post-doctoral fellow at Sandia National Laboratories in Albuquerque, NM. Dr. Cole is an associate professor of chemistry at Central Missouri State University, and an active member of the POGIL project. She received a B. A. in Chemistry in 1992 from Hendrix College and a Ph.D. in physical chemistry from the University of Oklahoma in 1998. She was a post-doctoral fellow with John W. Moore at the University of Wisconsin-Madison, studying the impact of computer-based homework and tutorials on student achievement and attitudes. Recently, her research has focused on the impact of innovative materials on student learning and attitudes. She has made several presentations at regional and national meetings concerning her implementation of POGIL, and has also facilitated numerous POGIL workshops.

Course: 4

Practical Considerations for Developing Science Process Skills in the Natural Sciences: Providing a Foundation for Inquiry
WILLIAM J. STRAITS, California State University Long Beach and R. RUSSELL WILKE, Angelo State University
July 13-15, 2006 in Austin, Texas
Apply: TXA

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

          Inquiry learning is often presented in a fashion that mirrors the scientific method, proceeding from identification of a problem to reporting of findings. In post-secondary settings, these scientific-method inquiry exercises typically serve as the primary source of science process skill development. There are, however, shortcomings of this approach. (1) Teaching inquiry via the scientific method can be logistically difficult, requiring much planning and class time, particularly in college science classes where lecture is still the primary means of instruction. (2) Not every important process skill can be included in one scientific-method inquiry exercise. (3) Inquiry is used to teach science process skills, yet science process skills are the tools by which inquiry is conducted; to ensure student success, individual science process skills must be developed before proceeding to full-scale investigations.
          Specific science process skills can be individually targeted and developed by focusing on a single component of scientific inquiry. This provides instructors with the advantage of teaching a skill without employing an entire scientific-method inquiry exercise, thereby requiring less time to develop and implement. This allows a greater variety of individual skills to be taught and helps to ensure that more students master these skills. The independent teaching of these skills can be accomplished through the modification of active-learning strategies, which require limited preparation and class time. As such, inquiry-based instruction is ideal for instructors appreciative of the outcomes, yet weary of the demands of inquiry learning.
          This workshop will help instructors (particularly those of introductory courses) identify, prioritize, and develop science process skills appropriate to all sciences and learn a variety of active-learning techniques modified to reflect inquiry-based instruction to develop these skills in the lecture setting. In addition participants will:
• learn the fundamentals of instructional design,
• identify appropriate outcomes of inquiry learning, including goals and objectives for developing science process skills,
• construct simple inquiry activities appropriate for use in traditional lecture settings, and
• design meaningful assessments for each of their courses.
          Participants will also receive a compendium of inquiry-based resources for college teaching. If you are a "traditional lecturer" interested in incorporating science process skills without sacrificing course content, come learn how inquiry-based strategies can help you achieve your course goals.

Dr. Straits is an assistant professor of Science Education at California State University Long Beach, in southern California. Dr. Wilke is an assistant professor of Biology at Angelo State University in western Texas. They have devoted the past several years to collaboratively developing, implementing, and disseminating inquiry-based, science process skill instructional tools. As active members of the Society of College Science Teachers and National Association for Research in Science Teaching they have provided faculty development workshops and presentations throughout the United States.

Course: 5

Pseudo-Science, Scientism, and Science: Fallacies in the Logic of Scientific Testing
GARY MAR, Stony Brook University
May 25-27, 2006 in Midtown Manhattan, NYC
Apply: SBU

           The modern sciences are among the most remarkable of human achievements yet science has been taken hostage in culture wars. Although we live in the most scientifically-impacted societies of all time, there are many popular misunderstandings about the nature of science and the logic of scientific testing. Ideological conceptions of science abound in the culture wars between creationists and Darwinists, between old school logical positivists and prophets of New Age science, between advocates of strong Artificial Intelligence and those of quantum mechanical conceptions of the mind. The purpose of this short course is to equip college teachers with tools for identifying fallacies of theory testing and to have a model of a good scientific test of a theory. This will be done through three case studies.
•   Science Held Hostage to Culture Wars: Darwinism, Creationism, and Intelligent Design
          Today in courts and school boards across the nation, the debate between Darwinism and Creationism continues. Is Intelligent Design a scientific alternative to evolution? Why did Daniel Dennett accuse Stephen Jay Gould of misunderstanding Darwinism and why did Gould accuse Daniel Dennett of being a “Darwinian Fundamentalist” (e.g., see the heated exchange in the New York Review of Books between Stephen Jay Gould and Daniel Dennett and Robert Wright at http://www.nybooks.com/nyrev/ ). Does a commitment to the naturalistic methods of science presuppose a commitment to philosophical naturalism?
•   New Age Science: the 100th Monkey Phenomenon and the Evolutionary Theories of Morality
          Whereas religious fundamentalists are seem to be at odds with science, the New Age scientists such a Lyell Watson (Lifetide, 1979) enthusiastically affirm evolution and want to reinterpret science according to Eastern mysticism in order to give spiritually satisfying answers to such contemporary problems as materialism and the looming threats of ecological catastrophe and nuclear holocaust. What is the scientific basis for the Lyell Watson’s discussion of the 100th Monkey Phenomenon? Richard Dawkins (The Selfish Gene, 1989), on the other hand, popularized the idea that altruistic behavior at the level of individual organisms could be explained evolutionarily as a means by which the underlying “selfish genes” maximize their “self-interest” by self-replicating in future generations. Has science shown, in the words of Michael Ruse (“On the Significance of Evolution,” 1991), that “…morality [is] no more than an epiphenomenon of our biology”?
•   Quantum Science: Penrose’s Refutation of AI, Gödel’s Theorems, and the Philosophy of Mind
          Respected mathematician and scientist Roger Penrose (in his The Emperor’s New Mind (1990) and Shadows of the Mind (1994)) claims to refute the mechanistic claims of strong artificial intelligence (AI) using Gödel’s theorems. Nobel physicist Eugene Wigner claimed that quantum theory is incompatible with the idea that everything, including the mind, is made up solely of matter: “[While a number of philosophical ideas] may be logically consistent with present quantum mechanics, materialism is not.” Do Gödel’s theorems refute strong AI? Is quantum mechanics incompatible with materialism?
The purpose of this course is not to debunk certain worldviews as pseudo-science and to bestow the seal of science on others, but to equip teachers with the logical tools and philosophical distinctions to decide these issues for themselves and to have the tools for addressing these issues in a less ideological and more logically informed and fair-minded manner.

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

Gary Mar is an Associate Professor of Philosophy at Stony Brook University. He is the coauthor of the second edition of the classic textbook by Kalish and Montague, Logic: Techniques of Formal Reasoning. Professor Mar is director of the Philosophy Department Logic Lab and his research on fractal images in the semantics of paradox has been discussed in Scientific American (1993), published with colleagues in The Philosophical Computer by MIT Press (1998), and included in Logic, Meaning and Computation: Essays In Memory of Alonzo Church (2001). Gary Mar is a winner of the President's and Chancellor's Award for Excellence in Teaching, the Outstanding Professor Award from the Alumni Association, a Pew Scholars Fellowship, and recently co-taught a seminar with Noam Chomsky through Stony Brook University’s Rotating Stars Program.

Course: 6

Inquiry Based Instruction: Enhance the Way You Teach and the Way Your Students Learn
THOMAS LORD, Indiana University of Pennsylvania, TEDDIE PHILLIPSON-MOWER, Indiana University, SHAROLYN BELZER, Idaho State University, KERRY CHEESMAN, Capital University, and KELLY BOHRER, University of Dayton
June 12-14, 2006 in Dayton, OH
Apply: DAY

          Current science education reforms are based on new cognitive understandings of how people learn. Most educational theorists support the belief that attentive people endeavor to make sense of what they are experiencing by applying it to their preconceived understandings. Once meaning of a novel experience is realized, new knowledge is attained. Implicit in this action is that learners attempt to discover new information themselves. Gaining new understandings is an active, rather that passive, accomplishment; inquiry, therefore, is an important key to learning.
          Studies on effective science instruction conducted by AAAS, NAS, NABT and NSTA support this notion. Each of these organizations has strongly endorsed the use of inquiry in the teaching of science. Many science faculty, however, are concerned about the efficiency and effectiveness of the teaching methods as outlined in the reform documents. In contemporary surveys, science teachers at all levels – professors on down – have expressed that they would be better able to teach with inquiry and other reform methods if they could only see it happening.
          This interactive course will help instructor-participants "see" reform-based teaching. "Modeling" is important, so we will start off with finding out the participant's ideas and possible misconceptions that may or may not result in barriers to their own professional growth. Using this as a starting point, we will build the presentation. How do their ideas fit in with current research and the intent of the reform movement? How would they describe their own teaching? Several examples of reform and more traditional teaching will be shown. Participants will work in groups to discover specific instances that reflect reform and traditional teaching practices. Instrumentation often used in professional development, including the Reform Teaching Observation Protocol (RTOP) developed by the ACEPT group at Arizona State University, the 5-E instructional strategy conceived by Roger Bybee at BSCS and the Secondary Teaching Analysis Matrix (STAM) constructed by Jim Gallagher and Joyce Parker at Michigan State University, will be presented. Participants will discuss the instruments as well as reflect on the implications that they have for their own practice. Groups will choose, practice, and demonstrate a shift from traditional to reform teaching on various items in the instruments.
          This course will encourage communication between and among participants to construct ideas and understanding, equal participation by all, exploration prior to presentation, respect for what all individuals have to say, convergent thinking, participant determination of focus and direction of the discourse, and connection with other content disciplines and/or real world experiences.

For college teachers of: all science, science education, and related fields. Prerequisites: none.

Dr. Lord, a biologist at IUP, is a long-time supporter of inquiry-based instruction. After numerous publications, recently he coauthored Understanding Potentials: Spatial Reasoning for the National Federation for Educational Research in the United Kingdom. Ms. Phillipson-Mower is a doctoral candidate in Science Education at Indiana where she has received various awards for teaching and research in undergraduate education. Dr. Belzer is a biologist at Idaho State where she conducts educational research on inquiry-based teaching and learning. In a recent NSF grant she designed an inquiry-based introductory biology lab and is currently evaluating it. Dr. Cheesman is a biochemist at Capital where his current work centers around inquiry-based courses. Kelly Bohrer is the biology lab coordinator at Dayton where she is developing inquiry-based labs and environmental modules for non-majors. All of the presenters are members of the Faculty Development Committee of the four year section of the National Association of Biology Teachers (NABT).

Course: 7

Classroom Management: How To Teach Like A Pro
DELANEY KIRK, Drake University
(A) June 8-10, 2006 in New York City, NY
(B) August 3-5, 2006 in Des Moines, IA
(C) January 4-6, 2007 in St. Petersburg, FL
Apply: UWA

Note: In your application, please specify at which one of the three venues you wish to attend.

          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 25 years of teaching experience (learned the hard way sometimes) in both large and small, public and private universities. She has conducted numerous teaching workshops and attended many academic conferences. She was the featured expert for the Chronicle of Higher Education’s online chat on classroom management on September 15, 2004, and has earned the prestigious Drake University Board of Governor’s "Excellence in Teaching" Award. Her recently published book Taking Back the Classroom: Tips for the College Professor on Becoming a More Effective Teacher is recommended reading for this course.

Course: 8

Classroom Management II: Tips to Help You Become an Even More Effective Teacher
DELANEY KIRK, Drake University
July 13-15, 2006 in Seattle, WA
Apply: UWA

          This workshop is a continuation of Dr. Kirk’s very popular Classroom Management: How to Teach Like a Pro, although it is not necessary to take the first class in order to benefit from this one. This program will be useful to both new and experienced faculty who are struggling with 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. This scenario-based training workshop will include topics such as:
·  How to get, interpret and incorporate feedback from your students so you can improve your teaching and your student evaluations
·  How to get your students to be engaged in the class
·  How to work with students of all ages and motivations
·  How to use cases to facilitate class discussion
·  How to use humor in the classroom
·  How to talk one-on-one to that difficult student to get him or her to “buy into” the class and your policies
·  Tips for managing teaching, research and committee work so you can still have a life!

For college teachers of: all disciplines. Participants in this interactive workshop are encouraged to bring and share their own particular questions about classroom management. Prerequisites:none.

Dr. Kirk is a Professor of Management at Drake University with 25 years of teaching experience (learned the hard way sometimes) in both large and small, public and private universities. She has conducted numerous teaching workshops and attended many academic conferences. She was the featured expert for the Chronicle of Higher Education’s online chat on classroom management on September 15, 2004, and has earned the prestigious Drake University Board of Governor’s “Excellence in Teaching” Award. Her recently published book Taking Back the Classroom: Tips for the College Professor on Becoming a More Effective Teacher is recommended reading for this course.

Course: 9

Using Case Studies to Teach Science--A Workshop
CLYDE FREEMAN HERREID, University of Buffalo/SUNY, National Center for Case Study Teaching in Science
June 26-28, 2006 in Midtown Manhattan, NYC
Apply: SBU

          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. The National Science Foundation and The Pew Charitable Trusts have supported the Center for many years. Its web site is located at http://ublib.buffalo.edu/libraries/projects/cases/case.html where there are 200 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.

Course: 10

The Five Biggest Unsolved Problems in Science: An Interdisciplinary Perspective
CHARLES M. WYNN, SR., Eastern Connecticut State University and ARTHUR W. WIGGINS, Oakland (Michigan) Community College
May 22-24, 2006 in Manhattan, NY
Apply: SBU

          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 forum presents a future-oriented extension of this perspective: an 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," it provides an open-ended view of the pursuit of knowledge by physics, chemistry, biology, geology, and astronomy. Discussions 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). Demonstrations as well as teaching strategies will be provided.

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

Dr. Wynn is Professor of Chemistry at Eastern Connecticut State University. He is listed in the National Directory of Science Literacy Consultants of the Society for College Science Teachers. Arthur Wiggins is Professor of Physics and Department Head of Physical Sciences at Oakland Community College in Michigan. He is co-author with Dr. Wynn of The Five Biggest Ideas in Science, Quantum Leaps in the Wrong Direction: Where Real Science Ends and Pseudoscience Begins, and The Five Biggest Unsolved Problems in Science.

Course: 11

Peer-Led Team Learning: The Workshop Model
PRATIBHA VARMA-NELSON, Northeastern Illinois University and CHRISTOPHER F. BAUER, University of New Hampshire
June 22-24, 2006 in Fullerton, CA
Apply: CAL

          Peer-Led Team Learning (PLTL) is a model of teaching that has been tested and successfully implemented in chemistry, biology, physics and mathematics courses at a wide variety of institutions. The course addresses the needs of all science and mathematics disciplines 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 the Department of Chemistry, Earth Science and Physics at Northeastern Illinois University. She teaches Organic Chemistry, Biochemistry and Capstone Seminar to chemistry majors. Since1995, her professional activities have revolved around the development, implementation and dissemination of the Peer-Led Team Learning (PLTL) model of teaching. She was an active partner of the Workshop Chemistry Project, one of the five NSF supported systemic reform projects in Chemistry and Co-PI of three NSF supported National Dissemination grants. In addition, she has co-authored several publications and manuals about the PLTL model. Dr. Varma-Nelson is director of the Workshop Project Associate (WPA) Program, which provides small grants to facilitate implementation of PLTL. In addition, Dr. Varma-Nelson is the Co-PI of the first NSF funded Undergraduate Research Center (URC), Center for Authentic Science Practice in Education.(CASPiE). Dr. Bauer is a Professor of Chemistry and Chair at the University of New Hampshire and is the 1992 recipient of the University's Jean Brierley teaching award. Early in his career he did research in environmental analytical chemistry. Research interests now address college-level science instruction -- student misconceptions, student attitudes about learning and courses, discovery-based college chemistry curricula, and faculty beliefs and practice. He directs the General Chemistry program at UNH, teaches in the Preparing Future Faculty program, was a co-editor of the Chemical Education Research feature of the Journal of Chemical Education, and just comleted an NSF CCLI grant "Integrating the Chemistry Systemic Initiatives". He has been directing PLTL at UNH since 2000.

Course: 12

Introduction to Peak Oil
REX L. BERNEY, ROBERT J. BRECHA, and BRUCE A. CRAVER, University of Dayton
May 22-24, 2006 in Dayton, OH
Apply: DAY

          Peak Oil is the name given to the period when world oil production reaches a maximum and subsequently begins an irreversible decline. Should this occur in the near future, the consequences for all aspects of our society will be immense. In this course we will look first at the historical background of the peaking concept as originally put forth by M. King Hubbert in the 1950's with respect to US oil production. We then extend these ideas to other countries and the world. Participants will work with simple computer models and carry out web research on oil and other fossil-fuel-related issues. The emphasis in the course will be on gathering and analyzing publicly available data and on doing "back-of-the-envelope" calculations and modeling to try to understand this complex problem.
          This course will also look at other energy sources and how they may impact various oil depletion scenarios. Particular emphasis will be given to the concept of Energy Return on Energy Invested (EROEI) and to implications for climate change predictions. We will also compare the underlying assumptions made by scientists, economists, government agencies and corporations as they pertain to oil depletion.
          Historically, many other developed countries have consumed less energy per capita than have we in the United States, or are starting to make plans for the transition to a world with less oil. Other countries have already been forced to deal with reduced fossil fuel supplies. We will look at some of these different cases and try to determine if there are lessons to be learned for the US. Finally, we will summarize the information we have gathered and the scenarios we have developed and discuss the most likely outcomes.

For college teachers of: all disciplines. 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. He has attended several peak oil conferences and believes that peak oil education will help with the transition to the post peak world. Dr. Brecha is an Associate Professor of Physics and Electro-optics at the University of Dayton where his research centers on diode laser spectroscopy. He has a growing interest in investigating the issue of peak oil and its broader societal and environmental implications. He has attended conferences on the subject of peak oil, and given lectures and hosted public discussions on the topic. Dr. Craver is an Associate Professor in Physics at the University of Dayton where his research has been in nonlinear optics. He has been interested in global climate change for many years and peak oil for the last two. He has attended two conferences on peak oil and been introducing these topics in classes for non-science majors.

Course: 13

Energy Development in the Arctic
JOHN KELLEY, University of Alaska Fairbanks and GILBERT YANOW, NASA Jet Propulsion Laboratory, ret.
June 7-9, 2006 Anchorage AK
Apply: CAL

          Advances in energy development in the arctic primarily related to oil and gas exploration will be described through a series of lectures and filed trips. The course will begin in Anchorage, Alaska with orientation and lectures provided by British Petroleum Exploration (Alaska), Inc. staff and university of Alaska faculty. Lectures will cover problems associated with drilling for oil ad gas in permafrost and off shore 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, Trans Alaska 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. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Course: 14

Alternative Energy and Energy Mangement
GILBERT YANOW, NASA/Jet Propulsion Laboratory, ret.
May 29 - June 1, 2006 in Diamond Bar, 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 alternative energy, and the possible future use of these energies in our lives, including transportation. 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. This year the course will also spend some time examining a range of other alternative energy sources such as bio-energy production and co-generation. We will visit wind farm and solar electric generating facilities. A final part of this course will look at the application of alternative energy sources for transportation, the Fuel Cell, etc.

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.

Course: 15

Mechatronic System Design: Integrating Mechanical, Electrical, Control, and Computer Engineering
KEVIN C. CRAIG, Rensselaer Polytechnic Institute
June 12-14, 2006 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.

Course: 16

Nanotechnology, Nanostructured Materials and Devices
R. W. Siegel, P. M. Ajayan, J. Dordick, S. Garde, P. Keblinski, L. S. Schadler, and E. F. Schubert - Rensselaer Nanotechnology Center, Rensselaer Polytechnic Institute
June 12-13, 2006 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 include metals, ceramics, and composites synthesized elegantly from either atomic or molecular precursors, as well as those made from bulk precursors.
          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 nanoscale building blocks and their interfaces and (2) the important role of spatial confinement on material properties when the size of the nanoscale building blocks become smaller than the critical length scale for a particular property.
          Investigations of mechanical, chemical, electrical, magnetic, and optical behavior of nanostructured materials have demonstrated that it is possible to engineer the properties of nanostructured 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 seven lectures by leading researchers and educators at Rensselaer Polytechnic Institute. These lectures will be offered within the context of the United States National Nanotechnology Initiative (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. Ajayan is the Henry Burlage Chaired Professor in Materials Science and Engineering (RPI). 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. Dordick is 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. 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 the National Science Foundation in 2001. He has published over 35 papers in scientific and technical journals. Dr. Keblinski is an Associate Professor in Materials Science and Engineering and is a recipient of an Alexander von Humboldt Fellowship. Professor Keblinski has authored or co-authored over 80 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. Schadler is a professor at RPI and has co-written and published several papers, and has won numerous outstanding honors and awards of excellence. 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.

Course: 17

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 11-13, 2006 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.
         Key questions will include: (1) What changes in pedagogy are most important in radically increasing equity, retention and learning overall while maintaining or raising standards? (How has calculus been taught so as to eliminate all 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?) (2) How do assessment and grading practices often unnecessarily and unfairly bias STEM courses against students from underpowered backgrounds (rural whites, African-Americans, etc.)? (3) How can White faculty provide feedback and other mentoring in ways that increase trust, academic motivation, and achievement among students of color (and, indeed, most students)? In addition to providing strong evidence for changes that are typically effective we will explore a series of frameworks that explain why ineffective and biased practices have tended to persist including: attribution theory, hidden differences between novices and experts, and “dysfunctional illusions of rigor.” 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. Throughout, participants will be invited to provide additional examples and to design specific ways to apply these approaches in their courses and programs.

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

Dr. Nelson is Professor Emeritus of Biology at Indiana University (on faculty 1966-2004). He taught diverse courses in biology, intensive freshman seminars, great books and other honors courses, and several collaboratively-taught interdisciplinary courses. One regular offering was a graduate course on Alternative Approaches to Teaching College Biology. Dr. Nelson has presented invited workshops on critical thinking and on diversity at numerous national meetings and individual institutions on four continents. His publications include 27 on pedagogy (and even more on evolutionary biology). He was founding president of the International Society for the Scholarship of Teaching and Learning. His awards include several for distinguished teaching (from IU, Vanderbilt and Northwestern), Carnegie Scholar, Outstanding Research And Doctoral University Professor Of The Year 2000 and, in 2001, the President's Medal for Excellence (the highest honor bestowed by Indiana University). 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. Dr. Grossman was awarded the Florence J. Lucasse Lectureship for Excellence in Teaching at Kalamazoo College in recognition of both his outstanding teaching and his work with pedagogy at the college.

Course: 18

Women and Minorities in the Sciences: How Faculty Can Make a Difference
CATHERINE DIDION, International Network of Women Engineers and Scientists (INWES) and JAMES H. STITH, American Institute of Physics
June 15-17, 2006 in Washington, DC
Apply: SBU

          This course, after a brief review of the current status of women and minorities in scientific fields, will emphasize how one can develop effective strategies for recruiting and retaining women and under-represented minorities students in all scientific disciplines. This course is highly interactive and was developed to be a resource for science educators on encouraging under-represented populations to participate in the sciences. We will explore the role of mentoring in developing future scientists and engineers, the current research on women and minority scientists, and how it can have an impact on one's teaching style and strategies. Our focus will be on evaluating current methods, and on devising solutions to increase the number 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. We will analyze a series of actual case studies on faculty-student interactions as a tool to review how one can encourage all students in the classroom. Participants are encouraged to bring examples of courses, programs, and other activities they have developed to address women and/or minorities in science. This course will use external speakers, including young scientists of color, to share their experiences and give feedback on how faculty can make a difference.
          Possible readings include: Nobel Prize Women in Science; Journeys of Women in Science and Engineering; Minorities: Trying to Change the Face of Science; and a collection of case studies on faculty interaction with their students.

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

Dr. Didion is the Director of the International Network of Women Engineers and Scientists (INWES). Previously she was the Executive Director of the Association for Women in Science (AWIS) for 14 years. During her tenure at AWIS, she developed an award winning mentoring program and was the principal investigator for several studies on the academic climate for women faculty and students. She is a frequent speaker on women in science, has provided testimony on several occasions to Congress, and wrote a bimonthly column Women in Science for the Journal of College Science Teaching for over a decade. 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. Didion works closely with the European Commission's Women in Science Unit and was appointed as an international member of the South African Ministry of Science and Technology's Reference Group on Women in Science. She is a fellow of AWIS (2001) and of AAAS (2006). Dr. James H. Stith is the Vice President, Physics Resources for the American Institute of Physics. He directs a broad portfolio of programs and services that includes AIP's Magazine Division, the Media and Government Relations Division, the Education Division, the Center for the History of Physics, the Statistical Research Division and the Careers Division. His Doctorate in physics was earned from The Pennsylvania State University, and his Masters and Bachelors in physics were received from Virginia State University. A physics education researcher, his primary interests are in Program Evaluation, and Teacher Preparation and Enhancement. Throughout his career, he has been an advocate for programs that ensure ethnic and gender diversity in the sciences. Dr. Stith was formerly a Professor of Physics at The Ohio State University and also 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, past president of the National Society of Black Physicists, 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. Additionally, he serves on a number of national and international Advisory Boards and has been awarded a Doctor of Humane Letters by his alma mater, Virginia State University.

Course: 19

Connecting Mathematics with Engineering and the Sciences
BERND SCHROEDER, Louisiana Tech University
July 20-22, 2006 in Ruston, LA
Apply: TXA

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

          This workshop focuses on connecting mathematics courses on calculus and differential equations to concurrent and later classes in science and engineering. The main focus will be on freshman and sophomore courses, but integration in the later years also is a possibility. We start by exploring disciplinary recommendations (CUPM, ABET, etc.) as well as educational and quantitative psychological arguments in favor of systemic curriculum integration. Differences and similarities in the involved disciplines' approach, philosophy, terminology, goals and constraints will be explored. Key topics that lend themselves to interdisciplinary presentation will be identified and successful strategies will be showcased. The participants will then analyze the curriculum at their own and other institutions and determine their individual needs and reasonable goals for first steps towards cross-disciplinary integration. Concrete examples can be derived from Louisiana Tech University’s integrated engineering and science curricula and through conversations with Louisiana Tech faculty in mathematics, engineering and the sciences.

For college teachers of: mathematics, engineering, physics, chemistry, biology and related fields. Prerequisites: Interest in closer interdisciplinary ties at all undergraduate levels, experience in teaching undergraduate courses with potential for such ties.

Bernd Schroeder has eight years experience in building integrated engineering and science curricula at the freshman and sophomore levels. He is the principal architect of the mathematics course sequence for these curricula at Louisiana Tech University and he has authored an integrated precalculus-calculus-differential equations text that connects these courses to their counterparts in engineering and the sciences. Aside from his educational work he has authored over 30 research papers, mostly on ordered sets (centered around fixed point theory and reconstruction), but also in graph theory, computer science, probability theory and harmonic analysis. He serves as program chair for the program of mathematics and statistics at Louisiana Tech University and he was named the Edmondson/Crump professor in 2004. For more information on curriculum integration at Louisiana Tech University, please consider http://www.coes.latech.edu/isc/index.php.

Course: 20

Pedagogy and Methodology of Using Maple in the Classroom
ROBERT LOPEZ, Maplesoft, Inc.
May 12-14, 2006 in Allendale, MI
Apply: GVSU

          This course will address the pedagogical aspects of bringing the computer algebra system Maple into the math and science classroom. The full power of Maple in education is attained when it is used to explore and enlighten, not just to reproduce calculations done by hand. Learning to use Maple as an effective educational tool certainly requires a certain expertise with Maple, and this course will provide that.
          But more, this course will show how to use Maple to enrich the mathematical experiences of math, science, and engineering students. The curriculum will include an introduction to Maple's ease-of-use and syntax-free features that let students begin using Maple before having to master a great deal of syntax. Then, by means of specific examples in calculus, differential equations, linear algebra, vector calculus, boundary value problems, complex variables, and numerical analysis, we will demonstrate how Maple can make teaching both more effective and more efficient.

For college teachers of: mathematics, physics, engineering, and any other subject that uses mathematics routinely. Prerequisites: basic computer literacy and an interest in using Maple in the classroom.

Dr. Lopez is classically trained applied mathematician, recently retired from Rose-Hulman Institute of Technology where he pioneered the use of Maple in the classroom. For thirty months in 1992 through 1995, he was on leave from RHIT and was the leading Maple Ambassador, giving numerous seminars, invited addresses, and workshops in the use of text, supported by 273 Maple worksheets, and a solution manual with Maple solutions to all 7,000 exercises in the text, was published by Addison Wesley. He presently works full time for Maplesoft, Inc., in Waterloo, Ontario, Canada.

Course: 21

Abandoning Dead Ends: Presenting the Heart of Mathematics to All Students
MICHAEL STARBIRD, The University of Texas at Austin
May 25-27, 2006 in Austin, TX
Apply: TXA

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

          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 published The Heart of Mathematics: An Invitation to Effective Thinking, a textbook based on his and his co-author's 15 years of experience in developing lively mathematics courses for students who are not technically inclined.

Course: 22

Teaching a Course in Combinatorial Mathematical Games
MORTON BROWN, University of Michigan
(A) May 18-20, 2006 in Midtown Manhattan, NYC
(B) June 19-21, 2006 in California
Apply: SBU
Apply: CAL

          Play is a powerful teacher. It can be used effectively in the mathematics classroom. I've developed and have taught (three times at Michigan) a course in "mathematical games" for students who have had a year of undergraduate mathematics and might be interested in a possible minor or major in math. Its goal is to attract into math, students who like math but may believe, unfortunately, that math consists only of calculus or calculus/linear algebra. The course consists of analyses of a variety of two person combinatorial games (NOT classical matrix game theory), that is, two person, finite 0-sum games of perfect information. The goal of the course is to introduce students to basic generic ideas of mathematics: searching for patterns, thinking logically and systematically, problem solving (modifying problems, breaking down problems into smaller easier problems, generalizing and abstracting), choosing effective notation, careful attention to the logic of arguments including argument by contradiction, generalizing, abstracting (ex. recognizing 'isomorphism'), and finally, seeing how "real mathematics" enters into ordinary problems. The course fits comfortably with a cooperative learning environment. Participants will receive an overview of this Michigan course, strategies for teaching it, student solutions to the games, and student reaction to the concepts and the mathematics.

For college teachers of: undergraduate mathematics. Prerequisites: none.

Dr. Brown is Professor of Mathematics at the University of Michigan. His research interests have included topology and dynamical systems. He is a recipient of the American Mathematical Society's Oswald Veblen Prize in Geometry, and has served on numerous national oversight, and review committees concerned with calculus and educational reform. He has served as the Mathematics Department's Associate Chair for Education, and on the policy board of the University's Center for Research on Learning and Teaching. He was an original member of the MAA-AMS CRAFTY sub-committee concerned with calculus reform and elementary undergraduate teaching. He was principal investigator for an NSF grant that helped implement Michigan's well-known Calculus Reform Program. He is an advisor to the AMS/MAA. NeXT program for new mathematics Ph. D's. As a result of his teaching efforts and innovations, he received "Excellence in Teaching" awards from the University in 1992 and in 1993 and was named Arthur F. Thurnau Professor of the College of Literature, Science, and Arts.

Course: 23

Knot Theory
COLIN ADAMS, Williams College
June 25 - July 15, 2006 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 www.ias.edu/parkcity or by contacting the PCMI office: pcmi@math.ias.edu; (800)726-4427 or (609)734-8025. Applications will b e processed beginning on February 15, 2006. Those unable to meet that deadline should contact the PCMI office directly.

          For the faculty members whose main focus is teaching undergraduate students, PCMI offers the opportunity to renew excitement about mathematics, talk with peers about new teaching approaches, address some challenging research questions, and interact with the broader mathematical community.
          Participants will learn how to teach an undergraduate course in knot theory, how to do research in knot theory and how to direct student research in knot theory. We will also see knot theory in the broader context of low dimensional topology, allowing for interaction with the other PCMI participants.
          Knot theory is a great topic for exciting students about mathematics. It is visual and hands on. Students can begin working on problems the first day with their shoelaces. Knot theory is also an incredibly active field. There is a tremendous amount of work going on currently, and one can easily state open problems. It also has important applications to chemistry, biochemistry and physics.
          This workshop is aimed at undergraduate teachers who are interested in knowing more about knot theory and the broader context of low dimensional topology. The goals of the workshop are as follows:
• Participants will be able to teach an undergraduate course in knot theory.
• Participants will be able to do research in knot theory.
• Participants will be able to direct student research in knot theory.
• Participants will be able to add knot theory topics to other courses they teach.
• Participants will be able to give expository talks about this fascinating field.
          Each day will consist of two sessions. The first hour will be devoted to learning about specific topics in knot theory and low dimensional topology. These will include various types of knots, knot tabulation, various invariants associated to knots, questions related to stick knots and constructing knots at the molecular level and knot complements and the surfaces they contain.
          The second hour will be when we conjecture wildly, throw around ideas, and do original research. We will also use this slot to talk about issues related to teaching this and other material, including topics such as math as performance art, and humor in mathematics.

For college teachers of: undergraduate mathematics. Prerequisites: mathematics teaching experience.

Dr. Adams is the Francis Christopher Oakley Third Century Professor of Mathematics at Williams College. He is particularly interested in the mathematical theory of knots, their applications and their connections with hyperbolic geometry. He is the author of The Knot Book, an elementary introduction to the mathematical theory of knots and co-author with Joel Hass and Abigail Thompson of How to Ace Calculus: The Streetwise Guide, and How to Ace the Rest of Calculus: the Streetwise Guide, humorous supplements to calculus. Having authored a variety of research articles on knot theory and hyperbolic 3-manifolds, he is also known for giving mathematical lectures in the guise of Mel Slugbate, a sleazy real estate agent. He is recipient of the Deborah and Franklin Tepper Haimo Distinguished Teaching Award from the Mathematical Association of America (MAA) in 1998, he was a Polya Lecturer for the MAA for 1998-2000 and is a Sigma Xi Distinguished Lecturer for 2000-2002. He is also the author of mathematical humor column called Mathematically Bent which appears in the Mathematical Intelligencer.

Course: 24

Ancient Maya Mathematics in the Highlands of Guatemala
ED BARNHART, Maya Exploration Center
July 15- 22, 2006
Apply: TXA

Note: Participants will be responsible for arranging their own transportation to and from Guatemala City. A course fee to cover in-country costs for lodging, transportation, breakfasts, lunches and entry fees, estimated at $790, will be paid by the participants. Dinners during the week and other incidentals will cost and an estimated additional $160.

          The ancient Maya of Mexico and Central America were the most advanced mathematicians in the entire New World. They were only culture in the Pre-Columbian Americas to create the concept of “zero”, essential to higher math. Their complex calendar system remains one of the most accurate ever created. With it, the Maya were able to calculate astronomical events thousands of years into the future or the past. Recent studies have begun to show that they were also adept users of “sacred geometry”, otherwise known as the basic geometric forms and proportions found in nature. Especially in the Guatemalan Highlands, there are Maya people who still follow the ancient calendar and building their homes with traditional geometric proportions. This six-day course will teach about Maya mathematics as its participants travel through various colonial cities, indigenous communities, and ruins in that beautiful area of the world.
          The course will begin in Guatemala City, where the participants will visit the National Anthropology museum. The next two days will spent visiting the colonial city of Antigua and the ruins of El Baul, one of the oldest known Maya cities. From there the course will move to Lake Atitlan, with mist-covered volcanoes towering over its shores. In Panajachel, participants will look for the evidence that modern Maya are still using “sacred geometry” to construct their homes and lay out their cornfields. The course’s final destination will be Chichicastenango, the place where Spanish priests of the 1600’s first wrote down the Maya creation story, the Popol Vuh. There, participants will learn about Maya “Day Keepers”, traditional Maya priests who use permutations of the sacred 260-day calendar to divine and maintain the ritual cycle. All throughout the week, participants will receive lectures on Maya history, calendars, astronomy, geometry, and calculations using the bar and dot, base-20 numeration system.

For college teachers of: mathematics, archaeology, anthropology, astronomy, architecture, engineering, art, history, art history, sociology, philosophy and other related social sciences fields. Prerequisites: While not required, participants are encouraged to have at least some knowledge of Ancient Maya culture. Dr. 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 Mexico and Central America for the last fourteen years as an archaeologist, an explorer and an instructor. During his four years as the student of Dr. Linda Schele (world renowned for finally breaking the Maya code of hieroglyphics in 1973) 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 Maya ruins of Palenque. He received his Ph.D. in Anthropology at The University of Texas at Austin in 2001 and is now the Director of the Maya Exploration Center, a non-profit research center based in Austin, Texas and Palenque, Chiapas, Mexico. He and his team are currently investigating archaeoastronomy and ancient geometry in the ruins of Chiapas. Visit www.mayaexploration.org for more information about Dr. Barnhart and the Maya Exploration Center.

Course: 25

Cryptology and the Breaking of the Axis Codes During WWII at Bletchley Park, England
ROBERT E. LEWAND, Goucher College, FRANK CARTER and JOHN HARPER, Bletchley Park Trust
August 1-4, 2006 in Milton Keynes, England
Apply: CAL

          During WWII, the German High Command was convinced that the Enigma cipher machine produced unbreakable cipher messages. That was not the case. At Bletchley Park the British gathered together some people of unequalled dedication and ingenuity who broke the codes by means of certain techniques, some requiring new developments in technology such as the first electronic programmable computer. Later on a group of cryptographers from the United States joined these people.
          The accomplishments made at Bletchley Park were considered to be so sensitive that its existence was known only to a handful of people, and its operations were kept under a veil of secrecy for decades after the war. People who worked there during the war were so "compartmentalized" that they only knew what was going on in their very small work location. Almost all of the special equipment developed during the war, was dismantled at the end of hostilities and all information about it was kept secret for many years. In 1992 the Bletchley Park Trust was formed to allow the world to become fully aware of the amazing people, their feats and the technologies developed at this institution during the war years.
This course will take the attendees back in time to learn for them the basic mathematics of cryptology that are the foundation of ciphers. We will learn the details of the Enigma machines that were used during the war, and the operating principles of the Alan Turing "Bombe" (the electro-mechanical machine designed to help break Enigma messages). Students will also be given an introduction to the ‘Lorenz’ cipher system, used exclusively by the German Army High Command, and some of the mathematical procedures that were developed to break it (these procedures motivated the development of ‘Colossus’, the world's first electronic programmable computer). There will be some class activities that will give the attendees exercises that can be taken back and used in their own classes, including a set of “Code Rods”, similar to the ones used to break early German messages. Dr. Lewand is an expert on the mathematics of codes while the other instructors have been intimately involved with the history and rebuilding of Bletchley Park facilities. John Harper is the lead engineer of the team that has been rebuilding the Bombe Machine. Frank Carter is an expert on the methods used to break the Enigma and similar codes and is the designer of the code rods to be given out.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of the social sciences are also invited to apply. Secondary teachers will be admitted on a space available basis. Prerequisites: none.

Doctor Lewand is a professor of Mathematics and Computer Science at Goucher College where his work has been recognized with awards for both outstanding teaching and research. 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. In 2002 he was awarded the John M. Smith Prize for Distinguished College or University Teaching by the Maryland-DC-Virginia Section of the Mathematical Association of America. His most recent book is titled Cryptological Mathematics. The Bletchley Park Trust has brought together a group of people who are the outstanding experts on the technology and science developed at this installation during the WWII time period. Frank Carter and John Harper are part of the team that has been rebuilding the tools used to break the German codes.

Course: 26

Using Research Based Curricula and Tools to Promote Active Learning in Introductory Courses
PRISCILLA W. LAWS, Dickinson College, DAVID R. SOKOLOFF, University of Oregon and RONALD K. THORNTON, Tufts University
(A) June 4-6, 2006 in Portland, OR
(B) June 10-12, 2006 in Medford, MA
Apply: CAL
Apply: HAR

Note: Course I will be held at Vernier Software and Tecchnology in Beaverton, OR (near Portland), and Course II will be held at Tufts University, Medford, MA (near Boston). (Participants do not need to have completed Course I to enroll in Course II.)

          Widespread physics education research has shown that a majority of students have difficulty learning essential physics concepts in the best of traditional introductory courses. These Chautauqua courses are designed for those interested in making learning in their introductory course more active either within the traditional course structure of lectures, labs, and recitation hours, or by re-structuring their course (e.g., into a workshop or studio course).
          Participants in these hands-on courses will be introduced to physics education research-based strategies for each component of the introductory course: Interactive Lecture Demonstration (ILDs)s, Web-Based ILDs, RealTime Physics labs, Activity Based Tutorials, Collaborative Problem-Solving Tutorials and Workshop Physics, as well as modeling and video analysis tools. The tools and software used in this workshop are available for Macintosh and Windows computers. Results of studies on the effectiveness of these curricula will also be presented. Those interested in making major changes in their introductory physics programs are especially encouraged to attend.
          Participants will receive current versions of the curricula, along with Teaching Physics with the Physics Suite, a comprehensive book by E.F. Redish (University of Maryland) on strategies for implementing physics education research-based curricula.
          We will discuss the design of introductory physics courses adapted to the needs of institutional settings ranging from small colleges to large universities. We will also explore effective methods for evaluation of the learning of physics concepts and quantitative reasoning skills. Studies have demonstrated substantial and persistent learning by students who have used the materials presented in 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, oscillations and waves and light and optics. In addition to use of computers for data collection and analysis (using MBL tools) this course will explore more advanced mathematical modeling and more advanced video analysis. (NOTE: Participants do not need to have completed Course I to enroll in Course II.)
          Reasonably priced accommodations 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 Research Professor of Physics at Dickinson College where she and her colleagues 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. She is also co-author of the new text, Understanding Physics. 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. He is also co-author (along with Ronald Thornton) of Interactive Lecture Demonstrations (ILDs) which are used to create an active learning environment in lecture classes. 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. (RealTime Physics, Interactive Lecture Demonstrations, Workshop Physics, Understanding Physics, Activity Based Tutorials, and Teaching Physics with the Physics Suite are all published by John Wiley and Sons.)

Course: 27

Archaeoastronomy in the Maya Ruins of Peten, Guatemala: Tikal, Uaxactun, Seibal, and Flores
ED BARNHART, Maya Exploration Center
July 7-13, 2006
Apply: TXA

Note: Participants will be responsible for arranging their own transportation to and from Flores, Guatemala. A course fee to cover in-country costs for lodging, transportation, breakfasts, lunches and entry fees, estimated at $700, will be paid by the participants. Dinners during the week and other incidentals will cost and an estimated additional $150.

          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. Archaeoastronomy as seen through Maya calendars, hieroglyphs and architecture will be the foci of lectures during the course.
          The island of Flores, in beautiful Lake Peten Itza, will be the course’s home base for the week. Lectures on Maya history, archaeoastronomy, calendar systems, and mathematics will be given at a comfortable hotel in Flores. Horizon based sky watching exercises will also take place in Flores, taking advantage of its clear horizon and lack of light pollution. While on the island, participants will also learn about the mighty Itza Maya, the last group of holdouts against the Spanish conquest. Up until 1697, Flores was the city of Tayasal, the capital of the Itza Empire.
          Venturing out from Flores, the course will travel to the ruins of Uaxactun to visit its famous “Group E”, a set of four buildings oriented to record solstices and equinoxes. Tikal, the largest city ever built by the ancient Maya, will also be visited. In Tikal, course participants will learn how to read the calendar dates on its monuments and about how the city timed its battles to key risings and settings of the planet Venus. Then moving to the south of Flores, the course will travel by boat up the Rio Pasion and then forest covered trails to the remote ruins of Seibal, one of the last Peten area cities to suffer the still mysterious “collapse”. In Seibal the group will aid in the search for more astronomically aligned buildings and see monuments that chronicle the intrusion of Central Mexican religion into a formerly Maya culture.

For college teachers of: astronomy, mathematics, archaeology, anthropology, history, art history, architecture, sociology, philosophy and other related social sciences fields. Prerequisites: While not a requirement, participants are encouraged to have at least some knowledge of ancient Maya culture. Dr. 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 Mexico and Central America for the last fifteen years as an archaeologist, an explorer and an instructor. During his four years as the student of Dr. Linda Schele (world renowned for finally breaking the Maya code of hieroglyphics in 1973) 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 Maya ruins of Palenque. He received his Ph.D. in Anthropology at The University of Texas at Austin in 2001 and is now the Director of the Maya Exploration Center, a non-profit research center based in Austin, Texas and Palenque, Chiapas, Mexico. He and his team are currently investigating archaeoastronomy and ancient geometry in the ruins of Chiapas. Visit www.mayaexploration.org for more information about Dr. Barnhart and the Maya Exploration Center.

Course: 28

Teaching Introductory College-Level Astronomy and Astrobiology
EDWARD PRATHER and TIM SLATER, University of Arizona
June 3-4, 2006 in Calgary, Alberta, Canada
Apply: CAL

          Astronomy and its interdisciplinary partner, astrobiology, provide a unique and interdisciplinary environment for teaching the excitement of scientific inquiry to college students. At the same time, high quality teaching presents an ardent challenge because students who most often elect to take interdisciplinary science courses are frequently apprehensive of science and mathematics courses in general. This three-day, interactive teaching excellence workshop will focus on the content and pedagogical dilemmas faculty encounter and develop practical solutions for the troubling issues in curriculum, instruction, and assessment. After reviewing the latest research in the study of the origin and evolution of life on Earth, the search for earth-like extra solar planets, cognitive research on how students learn, participants will define and set measurable student learning goals and objectives for students in their interdisciplinary astrobiology courses and learn to construct effective course syllabi. 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.

For college teachers of: Teachers of advanced secondary courses are admitted 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. Ed Prather is a research scientist with the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona.

Course: 29

Teaching Introductory Astronomy
GARETH WYNN-WILLIAMS, University of Hawaii at Manoa
June 2-4, 2006 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 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: 30

A Radio View of the Universe and the New Green Bank Telescope
RICHARD PRESTAGE and STAFF, National Radio Astronomy Observatory
May 30-June 1, 2006 in Green Bank, WV
Apply: DAY

Note: This course is cosponsored by and offered at the National Radio Astronomy Observatory in Green Bank, West Virginia. Applications should be sent to the DAY Field Center. Limited on-site lodging will be available to early applicants. See note on following course relative to both courses.

          For millennia our understanding of the universe was based only on the information carried to us by visible light. Today human vision is enriched by the knowledge provided by the full complement of electromagnetic radiation. Radio astronomers provided the initial breakthrough and their study of cosmic radio waves has revealed unsuspected components of the universe.
           • Quasars. Powerhouses at immense distances whose energy content equals that of thousands of galaxies but whose dimensions are on the scale of the solar system.
           • Pulsars. Spinning, magnetized, dead cores of exploded stars whose radio signature is repetitive, periodic pulses.
           • Interstellar Molecules. More than 100 molecules, some complex and organic, have been identified by the narrowband signals they radiate.
           • Cosmic Background Radiation. The echo of the primordial fireball. Remnant radiation left over from the big bang origin of the universe.
          These constituents and others 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, participants will use a 40-ft. diameter radio telescope during the course.

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

Dr. Prestage is the Assistant Director of the National Radio Astronomy Observatory in charge of its Green Bank operations. The staff includes other scientists, electronic engineers and programmers.

Course: 31

Interferometry in Radio Astronomy, the VLA and the VLBA
DAVID G. FINLEY, National Radio Astronomy Observatory
July 12-14, 2006 in Socorro, NM
Apply: DAY

Note: This course is cosponsored by and offered at the National Radio Astronomy Observatory in Socorro, New Mexico. Applications should be sent to the DAY Field Center. This course, along with the previous course, Radio View of the Universe and the New Green Bank Telescope, form a two-session pair. Applications from individuals applying for both and received by the end of February will receive priority consideration. Single course applications are also welcome. Limited on-site lodging, at $20 per night for a single, will be available to early applicants. A $35 roundtrip van ride is offered from Albuquerque.

         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. Dedicated in 1980, the VLA now is undergoing a major expansion, aimed at replacing older technologies with equipment at the current state of the art. This project, resulting in an Expanded VLA (EVLA), will increase the scientific capabilities of the instrument tenfold.
         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 with the VLA, EVLA, and VLBA will be discussed, along with the scientific contributions expected from the Atacama Large Millimeter Array (ALMA), an international millimeter-wavelength interferometer under construction in Chile's high Atacama Desert.

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: 32

Exploring the Extragalactic Universe
ANDREW WEST, University of Washington
July 6-8, 2006 in Seattle, WA
Apply: UWA

          How do galaxies evolve? How fast is the Universe expanding? What is the evidence for supermassive black holes? Why do we think dark matter dominates the universe? These are all questions that can boggle the mind and at the same time inspire astronomers to look deep into the night sky. The extragalactic universe is rich with awe-inspiring sights and thought-provoking mysteries. This course will survey the astronomical phenomena that are found outside the Milky Way and share some of the current theoretical models for explaining the structure and evolution of the Universe. It will also provide instructors with the tools to bring real astronomical data into the classroom.
          This three-day course will begin with an introduction to the physics of light and demonstrate how basic physical models can be applied to astronomical systems. We will begin our astronomical survey in the Milky Way and quickly move from nearby stars to the far reaches of the Universe. We will discuss the origins and evolution of the Universe, and examine some of the current mysteries that are on the cutting edge of astronomical research. Planetarium and telescope sessions will be included.
          Extensive use will be made of the Sloan Digital Sky Survey (SDSS), which has taken deep images and spectra of ~1/4 of the entire sky. We will provide tutorials for accessing and analyzing the data from this virtual observatory, and will demonstrate how to make art quality color images of distant galaxies. You will learn how to examine both imaging and spectroscopy from the SDSS and derive physical information about the distances, chemical compositions, masses and temperatures of extragalactic objects. Because the SDSS is available on-line, it is an excellent educational resource that can be accessed anytime and from almost anywhere. A major goal of this course is to demonstrate how the spectacular SDSS data can be utilized in your own teaching.

For college teachers of: astronomical sciences. High school teachers are welcomed on a space-available basis. Prerequisites: none.

Dr. West is conducting post-doctoral research on galaxy evolution and has extensive teaching experience in undergraduate classes and public programs. He has been a guest observer at observatories around the world, and is currently involved in a variety of research projects ranging from low-mass stars in the Milky Way to the evolution of distant galaxies.

Course: 33

Radio Astronomy in the Undergraduate Classroom
PREETHI PRATAP, MIT and the MIT Haystack Observatory Staff
May 23-25, 2006 at MIT Haystack Observatory
Apply: HAR

          Radio waves provide a wealth of information on objects in our Universe ranging from the molecular constituents in the material from which stars form to the energetic processes that power galaxies. This course will give an overview of the kinds of radio emission from the Universe and introduce radio wave detection and instrumentation techniques. The course will also provide opportunities for practical experiences in radio astronomical observing that can be applied to undergraduate curricula with the purpose of strengthening the link between education and research. Radio astronomy is a powerful multidisciplinary approach to the integrative learning of basic concepts in physics, chemistry and engineering. Radio observations can be made in the daytime with minimal sensitivity to weather conditions, thus providing a practical tool for application to research experiences for undergraduates as part of their courses.
          With the support of the National Science foundation, Haystack Observatory has developed a program to bring radio astronomy research to undergraduate students. Materials for faculty interested in exploring and teaching radio astronomy as part of their course, including laboratory exercises have been prepared. A low-cost small radio telescope kit consisting of a 2-m antenna that provides a hands-on introduction to radio astronomy is available and can be constructed for use by faculty and students at their colleges. The SRT has also now been designed to work as an interferometer for higher spatial resolution observations. The Haystack 37-m telescope is currently undergoing a major upgrade and the course will include a description of the projects that will be available with the new system.
          In addition to the overview introduction to radio astronomy, the course will include an observing session with the small radio telescope and information on the kit. Observations will also be conducted with the SRT interferometer and tutorials will be provided on data handling and analysis of the interferometer output. Approaches to the integration of radio astronomy experiences in the undergraduate science curriculum will be discussed.

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

Dr. Pratap is the Education Officer of the MIT Haystack Observatory and coordinates the undergraduate education program. Her research interests are in star formation studies and interstellar matter, with concentration on the physics and chemistry of dark clouds and maser emission. The staff of the Observatory include astronomers and system engineers with special expertise in radio astronomical observing and interferometry techniques and instrumentation.

Course: 34

Combined Astronomy Part I: Teaching Astronomy Under Hawaiian Skies and The Great Observatories of Mauna Kea
EDWARD PRATHER and TIM SLATER, University of Arizona, and GILBERT YANOW, NASA/Jet Propulsion Laboratory, Ret.
July 17-19, 2006 in Kona, HI
Apply: CAL

Note: Participants are responsible for their own travel and lodging expenses. There will no specific costs for this workshop, only a nominal registration fee to the NSF Chautauqua Program.The registration fee for enrolling in both Part 1 and Part 2 will be a special price of $75.

          Hawaii provides a unique environment to study astronomy and to provide the excitement of scientific inquiry to students. The Polynesians used the night sky to navigate the Pacific. Typical high quality astronomy teaching often presents a challenge because students, who most often elect to take astronomy courses, are frequently apprehensive of science and mathematics courses in general. This four-day interactive teaching excellence workshop focuses on dilemmas astronomy teachers face and develop practical solutions for the troubling issues in curriculum, instruction, and assessment. In the workshop, after reviewing the latest research about how students learn, participants define and set measurable student learning goals and objectives for students in their astronomy courses. To improve instruction, participants learn how to create productive learning environments by using interactive lectures, peer instruction, engaging demonstrations, collaborative groups, and tutorials. Participants also learn how to write more effective multiple-choice tests and implement authentic assessment strategies including portfolio assessment, performance tasks, and concept maps with the goal of constructing a syllabus and assignments that improve student achievement.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

Ed Prather is a research scientist with the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona. Tim Slater is an associate professor of astronomy and the Director of the Science and Mathematics Education Center at the University of Arizona. 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. The presenters also authored Learner-Centered Astronomy Teaching and Lecture-Tutorials for Introductory Astronomy, both published by Prentice Hall. Additional speakers are also being invited to present. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement, He was at JPL for 29 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Course: 35

Combined Astronomy Part 2: Teaching Astronomy Under Hawaiian Skies and the Great Observatories of Mauna Kea
EDWARD PRATHER and TIM SLATER, University of Arizona and GILBERT YANOW, National Jet Propulsion Laboratory ret.
July 20-21, 2006 in Kona, HI
Apply: CAL

Note: Participants are responsible for their own travel and lodging expenses. There will no specific costs for this workshop, only a nominal registration fee to the NSF Chautauqua Program. NOTE: The registration fee for enrolling in both Part 1 and Part 2 will be a special price of $75. There will be a $25 transportation fee for the vehicles on the field trip. High school teachers will be accepted on a space available basis.

          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. Day one of the course will give the attendees a background in to key some of the observatories key missions, technology and research results. The second a day will be a field trip to visit some of these observatories. The visit will include the 8.1 m Gemini and the 8.3 m Subaru. The extreme altitude (almost 14,000 feet) does restrict access to individuals in reasonably good health. Children under the age of 16 and pregnant women are not permitted to travel to the summit by observatory policy.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

Ed Prather is a research scientist with the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona. Tim Slater is an associate professor of astronomy and the Director of the Science and Mathematics Education Center at the University of Arizona. 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. The presenters also authored Learner-Centered Astronomy Teaching and Lecture-Tutorials for Introductory Astronomy, both published by Prentice Hall. Additional speakers are also being invited to present. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement; He was at JPL for 29 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Course: 36

Pacific Northwest Earthquakes: Evidence in Native Myth and Tradition
RUTH LUDWIN, University of Washington
August 3-6, 2006 in Northwestern Washington and Seattle, WA
Apply: UWA

Note: This course has a participant fee of $180 (in addition to the registration fee) to cover costs of van transportation, ferry fares, lodging and most meals while at sites remote from Seattle. For further information about lodging options in Seattle and a detailed schedule, see http://depts.washington.edu/chautauq.

          Native American oral traditions are sophisticated and evocative mnemonic keys that categorize, compress, and communicate information about catastrophic geologic events though deep time. Along the Pacific Coast from northern California to central Vancouver Island, earthquakes greater than magnitude 8 on the Cascadia Subduction Zone (CSZ) have been documented through paleoseismic studies, the last occurring on January 26, 1700. Since Europeans arrived in the area the CSZ has been aseismic, but Native American oral traditions from more than a dozen tribal groups along the length of the CSZ include mythical stories about titanic battles between supernatural beings, reports of damage and fatalities, and counts of generations since the occurrence of the last event.
          This course considers Native American oral traditions about landscape-altering events in Cascadia (Washington, Oregon and British Columbia) within the context of current geologic knowledge, placing Native stories that may be about past large earthquakes side-by-side with current information on seismic hazards in Cascadia as understood through modern techniques such as paleoseismology, LIDAR and GPS.
          Traditional stories from indigenous cultures with profound experience of the local geography provoke cross-discipline-thinking about cognition, science, art, culture, history, pre-history, past and future events. These messages have endured through centuries and through extreme cultural disruption by using powerful and informative imagery. The cause of earthquakes was not known before the middle of the 20th century, and we will compare folk beliefs from Europe and Asia to Native American earthquake ideas.
          A two-day field-trip will explore Native story locales in Puget Sound and on the Olympic Peninsula, and we will tour the University of Washington seismology laboratory.

For college teachers of: all disciplines and graduate students interested in a teaching career. Teachers of advanced secondary courses will be admitted on a space available basis. Prerequisites: none.

Ruth Ludwin is a seismologist with the University of Washington's Pacific Northwest Seismograph Network and Affiliate Faculty with the University of Washington's Jackson School of International Studies Canadian Studies Center. Working in collaboration with geologists, anthropologists, historians, emergency managers and Native and First Nations elders and cultural experts, she is researching Native traditions related to earthquakes, tsunamis and landslides. She was the lead author on two widely-acclaimed, recently published articles on this subject, and continues researching and comparing contemporary and traditional knowledge of geologic hazards.

Course: 37

Volcanism and Volcanic Hazards at Lassen Peak and Crater Lake
BILL HIRT, College of the Siskiyous
July 24-27, 2006 in Weed, CA and Lassen & Crater Lake National Parks
Apply: UWA

Note: This course has a participant fee of $90 (in addition to the application fee) to cover the costs of van transportation and lunches during the course. For course details and a schedule, please see http://depts.washington.edu/chautauq.

          Northern California and southern Oregon are natural laboratories for studying volcanic activity and its potential hazards in the Cascade Range. The region is home to Lassen Volcanic National Park and Crater Lake National Park, which preserve landscapes shaped by recent volcanism of contrasting styles. The demise of both Mount Tehama and Mount Mazama (one with a whimper, the other with a bang) presents a fascinating study in contrasts, and offers insights into what may lie ahead for the towering snow-clad peaks that dominate the Cascade Range today. The hot springs and fumaroles of Lassen Volcanic National Park belie an active magmatic system beneath Lassen Peak, which last erupted in 1917. All of these features lie within the footprint of Mount Tehama, an 11,000 foot stratovolcano that dominated the area about 610,000 years ago. This massive peak succumbed slowly to erosion as hot acidic water "rotted" its interior and streams and glaciers carved away the softened rock. Today, lava flows that snaked down Mount Tehama's flanks point skyward towards its missing summit and remind us of the impermanence of even massive volcanic peaks in the face of alteration and gravity.
          The centerpiece of Crater Lake National Park is the 10 km wide caldera that marks where the summit of Mount Mazama stood until 7,700 years ago. Unlike Mount Tehama, this volcano was destroyed in a matter of days when massive eruptions from a shallow magma reservoir undermined its upper slopes and led to collapse. Although there is little hydrothermal activity on the floor of the lake that fills the caldera today, deposits on the volcano's flanks tell of a climactic eruption that burned and buried forests tens of kilometers from the peak. Although large caldera-forming eruptions are rare in the Cascades, their violence makes them an awesome threat.
          This four-day program will include day trips to Lassen and Crater Lake National Parks so that participants can study the landforms and eruptive products unique to each volcano. In addition, two days of classroom discussions and laboratory sessions at College of the Siskiyous will introduce the tectonic setting and geologic processes that are shaping the southern Cascades, review how volcanic hazards are being monitored and assessed in this region, and acquaint participants with materials and activities that they can use to facilitate student learning about volcanism and volcanic hazards in their own classrooms. Limit 20 participants.

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

Dr. Hirt is a geology instructor in the Division of Natural and Applied Sciences at College of the Siskiyous. He has 18 years experience teaching a wide variety of earth-science courses - from igneous petrology and mineralogy to general and regional geology - in both academic and popular settings. His research is directed towards better understanding the thermal and compositional changes that felsic magmas undergo as they traverse the crust, and is currently focused on studies in California's Sierra Nevada and southwestern Idaho's Bruneau-Jarbidge Eruptive Center.

Course: 38

Hawaiian Volcanoes from Mauna Kea to Loihi
ALEXANDER MALAHOFF, University of Hawaii at Manoa
July 24-28, 2006 in Hawaii
Apply: DAY

Note: This course is offered in Hilo and Honolulu 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 (the Big Island). Participants will be responsible for approximately $150 for round trip interisland airfare. This course has a participant fee of $275 (in addition to the application fee), which covers field trip costs, and other course-related expenses. Optional reduced rate lodging will be available 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 Hawaii (the Big Island) and to a lesser extent on the Island of Oahu. 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: 39

Earthquakes and Tsunamis: Alaska 9.2
KRISTINE J. CROSSEN, University of Alaska Anchorage
June 21-23, 2006 in 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 $175 (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 magnitudes 6.7 and 7.9 will be discussed as possible.
          The first day 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 more than 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: 40

Seismic Imaging of the Earth's Interior
RAY RUSSO, University of Florida
July 16-18, 2006 in Seattle, WA
Apply: UWA

          Have you ever wondered how geoscientists know that the Earth has a liquid outer core overlain by a "slab graveyard" of subducted oceanic lithosphere from long ago? Would you like to know what lies at the roots of the Tibetan Plateau or beneath the Hawaiian hotspot? Or how about the structures beneath your home or your neighborhood? Advances in seismic imaging techniques over the last 30 years or so are helping earth scientists look into the crust, the mantle, and the core of the Earth to image structures at all depths in unprecedented detail. This revolution in our ability to "see" into the Earth is changing the way geoscientists perceive both modern and ancient mountain building, and is contributing in crucial ways to our understanding of plate tectonics, mantle flow, the dynamics of the core, and the way our planet dissipates its internal heat.
          The seismological tools necessary to image the Earth's interior at all depths will be outlined in this short course. Major topics will include seismic reflection and refraction to determine shallow structure, receiver functions, seismic tomography, and techniques that exploit seismic anisotropy and attenuation. The physical and mathematical underpinnings of seismic wave propagation in the Earth will be reviewed at a very basic level, and the focus will be on what each technique reveals about Earth structure and tectonics.

For college teachers of:earth sciences and planetary science. High school teachers are welcomed on a space-available basis. Prerequisites: none. Limit: 20 participants.

Dr. Russo, a geophysics professor at the University of Florida, works on the flow of the Earth's mantle and its relation to global surface tectonics. To figure out how the Earth's mantle flows in situ, he uses temporary field deployments of seismometers (currently in southern Chile and most recently before that in Hawaii), freely-distributed seismic data, and computer modeling of large-scale tectonics. He has taught undergraduate and graduate classes in physical geology, structural geology, tectonophysics, terrestrial gravity and magnetism, and seismology. He also developed and taught a course aimed at examining connections between physical sciences and the arts, called Science and Art in the Western World.

Course: 41

Space Physics: The Sun-Earth Connection
CAROL PATY and ROBERT WINGLEE, University of Washington
July 13-15, 2006 in Seattle, WA
Apply: UWA

          What is 'Space Weather'? How does it affect us and how are we protected from it? How do we study the Sun? What is a magnetosphere? What causes the Aurora Borealis? This course investigates the complex relationship between the Earth and the Sun, and incorporates three major areas of space physics research (solar physics, magnetospheric physics and plasma physics), all of which have been significantly advanced in recent years by the widespread use of ground-based and satellite-borne instruments.
          The first part of this 3-day course will focus on solar physics, including how stars are classified, how the Sun works, and what techniques/instruments are used to study the Sun. This portion of the course will include a laboratory demonstration on the physics of light useful for understanding how solar observations are made, tutorials for accessing online satellite observations of the Sun, and a session using several types of solar telescopes. The second half of the course will be dedicated to the Earth's magnetosphere and its interaction with the solar wind. This section will start with the fundamental properties of charged particles interacting in electric and magnetic fields (including some laboratory demonstrations) and build upon those principles to reach a both intuitive and physically accurate description of how Earth's magnetosphere works. Subsequent discussion will examine the processes involved with generating aurora, and types of observations being used to study the magnetosphere and its dynamic response to the solar wind.
          This course is designed to explore key topics in space physics research starting from basic introductory physics concepts and building up to a thorough understanding of the workings of the Sun, the magnetosphere and the instruments used to observe them. An important goal is to demonstrate how knowledge of this exciting field can be brought to students in beginning physics classes as well as to those in upper-level electromagnetism, astrophysics and optics classes.

For college teachers of: physics and astronomical sciences. High school teachers are welcomed on a space-available basis. Prerequisites: none.

Carol Paty is concluding doctoral research in collaboration with Professor Winglee focused on understanding the auroral observations made by the Hubble Space Telescope that reflect the interaction of Jupiter's magnetosphere with that of its largest icy moon, Ganymede. Her interests lie in space plasma physics, planetology, astrobiology and educational outreach. Professor Winglee, who has been a faculty member at the University of Washington since 1991, is currently involved with a broad range of research projects from modeling of planetary magnetospheres to advanced plasma propulsion (including MagBeam). He also is the founder/director of the Research Institute for Space Exploration and associate director of the Washington NASA Space Grant.

Course: 42

Meteorites and Meteor Crater
TED BUNCH and JIM WITTKE, Northern Arizona University
June 16-18, 2006 at Meteor Crater and Flagstaff, AZ
Apply: UWA

Note: This course has a participant fee of $50 (in addition to the registration fee) to cover costs of transportation and lunch on a field trip. For further information about lodging options in Flagstaff and a detailed schedule, see http://depts.washington.edu/chautauq.

          Throughout Earth's history bombardment by asteroids and comets has played a major role in modifying Earth's geology and atmosphere, as well as affecting the evolution of life. In the early Solar System extraterrestrial objects contributed to the mass growth of our planet, in addition to supplying vital materials for the origin of life. Even today Earth is pelted with many smaller objects, which we occasionally witness falling and more often find worldwide - these are the many different types of meteorites, which are samples ejected from asteroids and planets (including the Moon and Mars). Studies of these specimens provide much important information about the constitution and history of the Solar System as a complement to observations made by multi-national orbital and lander missions.
          This 3-day program combines a field expedition to Meteor Crater with classroom instruction and activities to give educators (1) a basic understanding of the effects and consequences of hypervelocity collisions on the Earth and elsewhere, and (2) an opportunity to examine a variety of meteorites (including lunar and Martian specimens) using microscope and other techniques. Topics to be covered include impact dynamics, crater formation, global crater distribution and age, shock metamorphism, mineralogy and chemistry of meteorites, and methods of meteorite analysis. At Meteor Crater, the best preserved impact crater on Earth, participants will have an opportunity to inspect highly shocked and melted rocks, some of which may contain melt droplets of the iron meteorite impactor that struck Arizona 49,000 years ago.

For college teachers of: all disciplines, but particularly natural sciences. Prerequisites: none. Limit: 15 participants.

Dr. Bunch is an Adjunct Professor of Geology at Northern Arizona University and formerly a research scientist at NASA Ames Research Center. He is one of the world's leading experts on impact processes and impact craters, and has done extensive studies on Apollo lunar samples and on meteorites. Dr. Wittke is a geochemist who manages the electron microprobe analytical laboratory at Northern Arizona University and in collaboration with Dr. Bunch has classified hundreds of new meteorites over the last 5 years.

Course: 43

The Science of the Earth System as Told at the American Museum of Natural History
EDMOND MATHEZ and JAMES WEBSTER, American Museum of Natural History
June 26-28, 2006 in New York City, NY
Apply: UWA

Note: This course has an additional participant fee of $50 to cover the cost of catered lunches.

          Many people visit the stunning geology, astronomy, meteoritics and paleontology exhibits at the American Museum of Natural History, but very few get a guided tour from the curators, let alone see some of the behind-the-scenes collections. For educators everywhere the Museum represents a world-class resource, but its usefulness is so much greater when explained by experienced insiders.
          These are exciting times for anyone interested in how Earth works. We peer into its deep interior, think about its distant past, and observe its atmosphere and ocean from afar. Advanced satellites, computers, and analytical equipment have given us the means, but in addition we have learned to think of Earth differently than we did, say, fifty years ago. In particular, we conceive of our planet as consisting of a set of dynamic systems that interact to determine its fundamental character. In 1999 the American Museum of Natural History opened the Gottesman Hall of Planet Earth (HOPE). The exhibit was designed to capture the essence of modern science, to show how we study Earth, and to demonstrate how understanding Earth is important to our well-being. HOPE is organized around five questions: how has Earth evolved?; how do we read the rocks?; why are there ocean basins, continents, and mountains?; what controls climate and climate change?; and why is Earth habitable?. The exhibit features large and dramatic samples, including spectacular sulfide chimneys recovered from the Pacific Ocean floor.
          This 3-day short course is designed to take a broad look at Earth science as it is presented in the exhibit. We shall include detailed tours of HOPE, illustrate how it can be used as an educational resource, and explore the nature of exhibits as a medium of education and communication. We shall then investigate the state of the current science as it relates to two of the questions covered in HOPE: how has Earth evolved and why is it habitable? Finally, participants will have the opportunity to design lesson plans based on the content and style of the exhibits, which can be models for utilization of museum resources in their own area.

For college teachers of: all natural sciences. Prerequisites: none. Limit: 20 participants.

Drs. Mathez and Webster are Curators in the Department of Earth and Planetary Sciences at the American Museum of Natural History, Adjunct Senior Research Scientists of Lamont Doherty Earth Observatory, and Adjunct Professors at the City University of New York. Mathez is an igneous petrologist whose research interests have taken him from the platinum mines of South Africa to the oldest surface deposits in Greenland. Webster is a geochemist who studies the formation of hydrothermal mineral deposits and volcanism. Both have long been involved in the various educational programs at the Museum, and are coauthors of The Earth Machine: The Science of a Dynamic Planet, which is based on the HOPE exhibit and recommended as reading.

Course: 44

Earth System, Changing Global Climate, Hurricanes and Extreme Weather
RICHARD GAMMON, University of Washington
June 22-24, 2006 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 CFCs, global climate change caused by greenhouse gases and aerosols and downward trends in global ecosystem 'services' and biotic diversity are considered in detail. Of particular interest is the increased frequency of extreme weather events (hurricanes, tornadoes, droughts, floods, heat waves) in relation to the predictions of climate change models. Possible policy responses, both local and global, will be discussed; and lessons from the Montreal Protocol and the Kyoto conference and beyond will be presented, with discussion on how to slow global climate change.

For college teachers of: science, engineering, and public policy. High school teachers are welcomed on a space-available basis. Prerequisites: none.

Dr. Gammon is a Professor of Chemistry, Oceanography, and Atmospheric Sciences at the University of Washington, and a popular 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. His research interests span the range from chemistry, atmospheric and ocean sciences and astronomy to policy responses to the challenge of global climate change.

Course: 45

Atmospheric Science Utilizing High-Altitude Balloon Experiments
TIM BROWER and CLAUDE KANSAKU, Oregon Institute of Technology
June 26-29, 2006 in and near Klamath Falls, OR
Apply: UWA

         The region of the atmosphere above the surface of the Earth to about 36,000 feet contains all of the weather that we are familiar with. We have all experienced looking down upon the weather while cruising in an airplane at that altitude. We have seen the movies of what happens when we open the window of the aircraft at that altitude - it is cold and we would have difficulty breathing! Now imagine doubling or tripling that altitude. What would the atmosphere be like from there? Would the temperature and pressure both continue to decrease? Would it be windy or calm?
         This 3½ day short course is designed to take a broad look at the weather patterns and atmospheric properties of the troposphere and stratosphere and the boundary (tropopause) separating the two. We shall study the weather patterns along the eastern side of the Cascade Range and the atmospheric properties above this area over a 2-day period. Participants will engage in the hands-on design of several experiments to measure atmospheric properties such as temperature, pressure, wind velocity, and direction. The third day will consist of a high-altitude balloon adventure where participants will launch, track, and recover their experimental package. The last half-day will consist of data analysis and verification of earlier predictions. A major goal of this course is to inspire the use of high-altitude balloon experiments in the teaching of science, as well as in scientific and technology outreach.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Secondary teachers may take the course on a space available basis. Prerequisites: none. Third-day activities might require backcountry hiking. Appropriate dress is required. Limit: 15 participants.

Tim Brower is an Associate Professor of Mechanical Engineering and Technology and Claude Kansaku is an Associate Professor of Computer Engineering Technology at Oregon Institute of Technology in Klamath Falls. Tim is the Associate Director of the NASA Oregon Space Grant Consortium and has numerous years of aerospace engineering experience. Claude teaches courses in computer architecture and embedded computing systems and spent 14 years developing digital systems for the space/defense and information industries. Through the OSGC, Tim and Claude lead efforts to utilize the high-altitude balloon platform as a means to enhance the teaching of science and technology at all educational levels.

Course: 46

Geology and Thermobiology in Yellowstone National Park
TONY IRVING, University of Washington and SCOTT MILLER, University of Montana
July 20-23, 2006 in Yellowstone National Park, WY and Bozeman, MT
Apply: UWA

Note: This course has a participant fee of $160 (in addition to the registration fee) to cover costs of van transportation, lodging and lunches (but not dinner and breakfast) while at YNP. For a detailed schedule and information about travel and lodging options in Bozeman, see http://depts.washington.edu/chautauq.

          Yellowstone National Park provides a wonderful natural setting for learning about large scale explosive volcanism, geysers, and microbiology in extreme environments. Scientific reseach being conducted there has implications for the potential for life elsewhere in our solar system.
          The natural history of northwestern Wyoming is replete with extremes. Exposed rock formations range from quartzites and gneisses over 4 billion years old, through enormous volumes of Eocene trachybasaltic rocks of the Absaroka Volcanic Supergroup, to the three major rhyolitic eruptive cycles associated with the Yellowstone hotspot over the last 2.1 million years. The legacies of the last eruptive cycle 640,000 years ago are continuing earthquakes, caldera uplift, and numerous active geysers and hotsprings, which harbor newly-recognized and diverse microbial ecosystems.
          This program will combine outdoor geology and biology instruction at key sites within YNP with lectures and activities on the MSU campus. After an introductory campus session, participants will travel to YNP for 2 days, then return to Bozeman for discussion and curriculum sessions. Topics to be addressed include: Absaroka arc volcanism, bimodal magma genesis, mantle plumes, propagating rifts, geyser dynamics, metabolic and phylogenetic diversity of Yellowstone thermophiles, microbial ecology, and astrobiology of Mars and Europa.

For college teachers of: all disciplines, but particularly natural sciences. Prerequisites: none. Limit: 20 participants.

Dr. Irving, currently a Lecturer in the Dept. 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 25 years he has led many workshops for educators on the diverse regional geology of the Pacific Northwest and Yellowstone, and has done research on Yellowstone volcanic rocks. Dr. Miller, an assistant professor in the Division of Biological Sciences at The University of Montana, is conducting research on the mechanisms of temperature adaptation of thermophilic cyanobacteria and has extensive experience with the microbial ecology of thermal features at Yellowstone. He teaches undergraduate courses in general microbiology and microbial diversity, as well as a graduate level course in molecular phylogenetics.

Course: 47

Glaciers in Alaska
KRISTINE J. CROSSEN, University of Alaska Anchorage
June 28-30, 2006 in 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 $275 (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 land forms, 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, the Matanuska Glacier, and Prince William Sound.
          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 the day before the course begins. 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: 48

The Missoula Floods - Source to Sea
TONY IRVING, University of Washington
July 24-27, 2006 in Montana, Idaho, Washington and Oregon
Apply: UWA

Note: This course has an additional fee of $160 to cover the costs of van transportation from Missoula to Portland, lodging in Clark Fork (Idaho) and lunches. Participants must arrange and cover their own lodging in Wenatchee and The Dalles (recommendations will be provided). For further information and a detailed schedule, see http://depts.washington.edu/chautauq.

          Because of the insight and persistence of J. Harlan Bretz, as well as more recent research (notably by Victor Baker and Richard Waitt), we understand how the landscape of central Washington was produced by enormous outburst floods (or jokulhlaups) from Glacial Lake Missoula 13,000 -15,000 years ago. The scale and effects of these cataclysmic events can best be appreciated by following the path of the water as it emptied from its source at Missoula, broke through its ice dam, scoured vast areas in several states, and deposited huge quantities of sediment as far as Portland and the Willamette Valley. In this program we will "ride the wave" to see key sites of erosion and deposition, including giant ripple dunes, eroded coulees and ice-rafted boulders (one of which was the 16-ton Willamette iron meteorite). Along the way we will pause for classroom sessions and discussion, including important analogies between the Channeled Scablands and the ancient channeled terrain on Mars.
          The intellectual triumph of understanding this fascinating Pleistocene puzzle will be examined in lectures on glacial history, stratigraphy, sedimentology, paleohydraulics and other topics. Curriculum discussion sessions will help you translate all this new knowledge for your own classroom.

For college teachers of: earth sciences and planetary science. High school teachers are welcomed on a space-available basis. Prerequisites: none. Limit: 20 participants.

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 many aspects of terrestrial and planetary geology. During the past 25 years he has taught numerous undergraduate and graduate classes, and has led many workshops for educators on the Missoula floods and the Channeled Scablands.

Course: 49

Geoinformatics: From Data to Knowledge
KRISHNA SINHA, Virginia Tech and TONY IRVING, University of Washington
July 11-13, 2006 in Seattle and at Mt. St. Helens, WA
Apply: UWA

Note: This course has a participant fee of $50 (in addition to the registration fee) to cover costs of a field trip (including catered lunch) to Mt. St. Helens.

          In order to manage the vast amount of data available to geologists requires innovative use of information technology techniques contained within the emerging science of geoinformatics. In order to meet the science goals of geoscientists, there is a critical need to develop an earth science infrastructure for discovery and integration of disciplinary databases. The emergence of web based access to data has clearly facilitated our ability to download data, but our ability to explore the more complex geologic problems is limited, because we are forced to work at the syntactic (content of database) level, rather than at a higher semantic (meaning of data) level. The missing element in enabling the higher-level interconnections is the technology related to knowledge representation, and the use of ontologies.
          The ability to more easily integrate data, with minimum human intervention will clearly support scientists seeking to unravel the evolutionary history of continents, develop better assessment of hazards or a more precise estimate of natural resources.
          For example, assessment of volcanic hazards requires not only access to, but the ontologic integration of multidisciplinary data such as those contained in seismic, geodetic, petrologic, structural and geomorphic databases. The multitude of data types required to estimate the hazard potential and mechanisms associated with an active volcano is too large for individual researchers to discover, and provides the most compelling need to deploy a web-based cyberinfrastructure to support discovery and integration of data.
          This three day program combines hands-on learning about ontologies for the geosciences (with an emphasis on volcanoes) on the University of Washington campus with a one day field trip to Mt. St. Helens. This will allow participants to organize databases into concepts with a clear image of the complexities of understanding volcanoes and their hazard potential. Topics to be addressed include: plate tectonic setting of volcanoes, broad classification of volcanoes and their products, databases associated with studies of volcanoes, general theory of ontologies, and application of ontologies towards database integration.

For college teachers of: all disciplines, but particularly natural sciences; computer science instructors interested in using geoscience databases for knowledge representation are also welcome. Prerequisites: some general earth science background. Limit: 20 participants.

Dr. Sinha is a Professor of Geology at Virginia Tech, and has extensive experience in field based petrology, geochemistry and tectonics. In addition to teaching both freshman and advanced level courses in geology, he is an active researcher in the emerging science of geoinformatics. His interest lies in the use and application of ontologies towards developing web based techniques for integration of geologic databases. He is one of the principal investigators for GEON (GEOscience Network; http://www.geongrid.org), an information technology-based project to develop cyberinfrastructure for the solid Earth sciences designed to facilitate integration, analysis, visualization and modeling of 4-D earth science data. The field trip will be led by Dr. Irving, who currently is a Lecturer in the Department of Earth and Space Sciences at the University of Washington. He has extensive experience in college and public education about volcanoes and other aspects of geology, and is an expert on the activity at Mt. St. Helens from 1980 until the present.

Course: 50

The Solar System Report
DAVID SEIDEL, NASA/Jet Propulsion Lab. And GILBERT YANOW, NASA/Jet Propulsion Lab,ret.
June 20-22, 2006 at JPL, Pasadena CA
Apply: CAL

Note: Participants are responsible for their own travel and lodging expenses. There are no specific costs for this workshop, only a nominal registration fee to the NSF Chautauqua Program.

          The NASA/Jet Propulsion Laboratory (JPL) has the lead role in the robotic exploration of our Solar System. On August 20th and then again on September 5. 1977, JPL launched Voyager 1 and Voyager 2. These mission revolutionized our vision of the Solar System. Today both of these spacecraft are still traveling through space, with Voyager 1 the most distinct from Earth, human-made object in space. In 1990 the Ulysses mission, for the first time, sent a spacecraft out of the ecliptic - the plane in which Earth and other planets orbit the Sun - to study the Sun's north and south poles. The prime mission concluded in 1995 but Ulysses continued to monitor the Sun. The Topex/Poseidon mission and its follow-up project Jason, allows scientists to chart the height of the seas across ocean basins with an accuracy of less than 10 centimeters (4 inches), affording a unique view of ocean phenomena such as El Niño and La Niña. First rover launch: June 10, 2003. Second rover launch: July 7, 2003. Two Mars rovers, working on opposite sides of Mars, successfully completed their primary mission in April 2004. By that time, NASA's Opportunity rover had discovered evidence in rocks' composition and textures indicating that a body of salty water had once flowed gently across the area where it had landed. Spirit drove more than 3 kilometers (2 miles) to reach a range of low hills where it found exposed bedrock to examine. As of September 2004, both rovers are in extended missions. Cassini-Huygens mission to Saturn was launch October 15, 1997, but only reach Saturn in June 2004. It launched a probe to look in the atmosphere and surface of the Saturn moon Titan.
          The earth observing missions of JPL were used to better understand Katrina and Ritqa. The mars rovers have continued to operate far longer than their design lifetimes--all through 2005. Cassini has sent back new exciting data of Saturn and its family of moons. These are only some of the major studies JPL is carrying on to better understand our Solar System and Earth. This course will have leading scientists and engineers of the missions give us the most current update on the spacecraft and the current scientific findings.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

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. David acts as the JPL TV commentator during active Mars missions. Mr. Seidel's background is in the field of astronomy and geography. He also holds a master’s degree in science education. Dr. Yanow was the Outreach Coordinator for the Genesis and Orbital Carbon Observatory Missions until his retirement in 2003. He was at JPL for 29 years. He has been a Principal Investigator on several NSF teacher enhancement and curriculum development programs. Dr. Yanow is currently the Director for the California Chautauqua Field Center.

Course: 51

Astrobiology: Life and Death on Planets
DONALD BROWNLEE and PETER WARD, University of Washington
July 10-12, 2006 in Seattle, WA
Apply: UWA

          The "new" science of astrobiology is not merely a combination of astronomy and biology, but a discipline in its own right based on astronomical and biological principles woven together in order to assess conditions for life (and death) in the cosmos. The directors of this program are extremely well-versed on this topic and were among those instrumental in "inventing" it.
          This 3-day program will allow participants to examine the basic philosophical tenets of astrobiology through a series of lectures and laboratory learning experiences. Lectures will cover topics of habitability, and pose questions such as how commonly Earth-like planets arise in star systems, how long they remain habitable, and what other types of planets might harbor life. You will have the opportunity to examine dust particles from space and meteorites (including some from Mars). Discussion sessions will address questions about the origin of life on Earth, mechanisms of its evolution and extinction, and the likelihood of extant or fossilized life on other planets in our Solar System (and ways of confirming it with specially-designed missions). Up-to-date research on comets (including results from the Stardust, Deep Impact and other missions) will be discussed to illustrate scientific principles and to demonstrate how comets have directly influenced us here on Earth.

For college teachers of: all natural sciences. High school teachers are welcomed on a space-available basis. Prerequisites: none.

Dr. Brownlee is a Professor of Astronomy at the University of Washington and Principal Investigator for NASA's Stardust Mission which encountered Comet Wild 2 in 2004 and will return the first comet samples to Earth in January 2006. Dr. Ward is a Professor in the Departments of Biology and Earth & Space Sciences at the University of Washington, specializing in ammonite paleontology and terrestrial mass extinctions. Both of these scientists have taught numerous undergraduate and graduate classes in astronomy, paleontology and planetary science, and are coauthors of two very popular books Rare Earth and The Life and Death of Planet Earth, which are recommended as reading for this program.

Course: 52

Canadian Dinosaurs: From the Badlands to the Royal Tyrrell Museum
TONY IRVING and ELIZABETH NESBITT, University of Washington
July 28-31, 2006 in Dinosaur Provincial Park and Drumheller, Alberta
Apply: UWA

Note: This course has a participant fee of $140 (in addition to the registration fee) to cover costs of van transportation, lodging in Brooks, entrance fees and lunches (but not dinner and breakfast) while at field sites. Lodging in Drumheller can be arranged at recommended hotels for two nights, but costs are not included. Further information is given at http://depts.washington.edu/chautauq.

          From the 19th century until today, people's fascination with dinosaurs has continued unabated, and especially over the last 30 years with the ongoing discoveries by scientists such as Jack Horner, Paul Sereno and Philip Currie. Among many famous excavation sites, the badlands of southern Alberta boast the largest number of dinosaur genera of any place in the world. Formerly the western shore of the vast interior seaway 75-80 million years ago, this region (now preserved as Dinosaur Provincial Park) contains the fossilized remains of many famous Cretaceous dinosaur families, including hadrosaurs (Corythosaurus, Lambeosaurus), ceratopsians (Centrosaurus, Styracosaurus), Stegoceras, Euoplocephalus, Ornithomimus, and tyrannosaurids (Albertosaurus, Tyrannosaurus). Beyond the spectacular field displays of complete skeletons and a bone bed of 3000 Centrosaurus individuals, the Royal Tyrrell Museum in Drumheller has world-class exhibits of numerous dinosaur finds, as well as superb displays of other fossils, including the fabulous fauna from the 510 million year old Burgess Shale.
          This 4-day program will begin with introductory lectures in Calgary, before we travel by van first to Dinosaur Provincial Park to see evidence in the field, and then to the Royal Tyrrell Museum to view the exhibits and have further classroom discussion. Topics to be addressed include: plate tectonics, stratigraphy, geologic time, age dating, paleoenvironments, fossilization, dinosaur physiology, dinosaur behavior and dinosaur extinction. Suggestions about how to apply the information from this program to classroom activities and field/museum trips in your own area will be included.

For college teachers of: all disciplines, but particularly natural sciences. Prerequisites: none. Limit: 20 participants.

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, historical geology and dinosaur evolution. During the past 25 years he has led many workshops for educators on the diverse regional geology and fossil sites in the Pacific Northwest. Dr. Nesbitt is Curator of Paleontology at the Burke Museum of History and Culture, and, although her main research has been on marine invertebrates, she has taught classes on dinosaur paleontology and has directed several major museum exhibits on dinosaurs.

Course: 53

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
May 15-17, 2006 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: 54

Making Undergraduate Science Courses More Applicable to Future Health Care Professionals
ELMER GENTRY and EDWARD FISHER, Midwestern University College of Pharmacy-Glendale, Arizona
(A) August 1-3, 2006 in Seattle, WA
(B) January 4-6, 2007 in Phoenix, AZ
Apply: UWA

          The purpose of this course is to provide undergraduate science educators 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, 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.
          Medicinal chemistry is an interdisciplinary field that approaches important biological and health-related problems through application of fundamental principles of organic chemistry, biochemistry, and molecular pharmacology. Pharmacology looks at how drugs interact with living systems through chemical mechanisms (processes) 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.

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

Dr. Gentry is currently an Associate Professor of Medicinal Chemistry at Midwestern University, College of Pharmacy-Glendale. He teaches courses in medicinal chemistry, pharmacology, and biochemistry. Dr. Fisher is Professor of Pharmacology and Toxicology at Midwestern University, College of Pharmacy-Glendale, and he is also a registered pharmacist. He teaches various topics in pharmacology, toxicology, medicinal chemistry and therapeutics. His other teaching interests are in the areas of nutrition and substances of abuse and addiction.

Course: 55

Circadian Biology: From Clock Genes and Cellular Rhythms to Sleep Regulation
J. WOODLAND HASTINGS, CHARLES A. CZEISLER and STEVEN W. LOCKLEY, Harvard University
May 31 - June 2, 2006 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 an Assistant Professor at Harvard Medical School.

Course: 56

Cell Biology For Life: A Web Based Collection of Interdisciplinary Modules for Active Learning
KATAYOUN CHAMANY, Eugene Lang College, New School University
June 12-14, 2006 at New School University, Midtown Manhattan, NYC
Apply: SBU

          Recent discoveries and advances in the life sciences present students with an opportunity to engage in real-life debates that require critical research, reasoning, and communication skills. By incorporating issues of social relevance into the undergraduate biology curriculum we can promote cross-disciplinary and cross-cultural learning that can attract and maintain the interest of the non-major and raise awareness of the impact that biology has on society in the minds of our future scientists.
          Participants in this short course will take on the role of students and engage in activities from a new collection of freely available educational modules that are being developed in association with GarlandScience Publishing titled, Cell Biology for Life (http://www.garlandscience.com/textbooks/cbl/). These modules include video clips, print resources, and learning activities that encourage students to appreciate and construct their own understanding of cell biological research. The modules use contemporary controversies as vehicles to teach the basic science and promote discussion about the impact of such work and cover the following the topics: stem cell research and cloning; botulinum toxin use and abuse; and the relationship of human papilloma virus and cancer. The active learning experiences are designed to complement the traditional lecture style format and can be used in isolation or in combination and include small group work with diverse membership, role-playing with opposing members of society forming a compromise, and peer-review and challenge in the form of grants, proposals, or debates/ symposiums.
          Towards the end of the short course, small groups of participants will consider which learning activities in these modules may address the needs of a particular course (lab or discussion), target audience (non-major or major, introductory or advanced level), or environment (large-sized or small-sized class) and consider the following questions
· What are the student learning outcomes (general or discipline-specific)?
· How will the module be administered (in class, outside of class, etc.)?
· How can we assess student learning using this pedagogical approach?
· What are the pitfalls in using this approach?
          Data with respect to content knowledge learned and student appreciation for science education will be presented from two test sites: biology majors at San Francisco State University and non-biology majors at Eugene Lang College, The New School for Liberal Arts. Participants interested in contributing data to this study will have an opportunity to learn more about the assessment instruments and data collection as well.

For college teachers of: general science education or biology. Prerequisites: none.

Katayoun Chamany is the founder of the Science, Technology, and Society program of Eugene Lang College, The New School for Liberal Arts; an undergraduate science literacy program focused on teaching science in the context of society. Trained as geneticist and cell biologist, she uses a socio-political approach to teach courses in the area of infectious diseases, biotechnology, genomics, science writing, science policy, and genetics and has developed seminars, workshops and educational materials that reflect an interactive and problems-based method of teaching and learning. Her particular focus is attracting and engaging under-represented minority students to science by using real-world cases that are relevant and important to them. She is currently developing a collection of educational modules to accompany Molecular Biology of the Cell, Essential Cell Biology, and Biology Today published by Garland publishing (http://www.garlanscience.com/textbooks/cbl ). She received the Distinguished University Teaching Award from New School University in 2000. She is an active member of the Faculty for the 21st Century of Project Kaleidoscope, a national organization focused on undergraduate science education reform, and serves as a reviewer for the National Center for Case Study Teaching in Science and Cell Biology Education. She also has extensive experience with faculty development and has led faculty development workshops in biology, information literacy, and general education. She received her B.A. in Biology from the University of Iowa in 1989, and her Ph.D. in Molecular and Cell Biology at the University of California, Berkeley in 1996.

Course: 57

The Biology of Bats in Big Bend National Park
MICHAEL T. DIXON, Angelo State University and LOREN AMMERMAN, Angelo State University
July 17-21, 2006 in Austin, TX
Apply: TXA

Note: A course fee will be associated with this course. Participants will arrive in Austin, Texas, then drive to Mason, Texas and on to the Big Bend National Park.

          Almost one fourth of the world’s mammals are bats. There are over 900 species that range in size from the moth-sized Bumblebee Bat to flying foxes with the wing span of an eagle. They eat insects, fruit, nectar, blood, fish, frogs, and even other bats. They roost in old buildings, caves, crevices, trees and even under rocks. Ecologically, bats are an important part of many ecosystems in their role as pollinators, seed dispersers and insect eaters. In the United States the most interesting place to study bats is in the desert southwest where bat diversity is the highest. Big Bend National Park is one of these places.
          Big Bend National Park spans over 800,000 acres that include the Chisos Mountains, Chihuahuan desert scrub and the magnificent canyons of the Rio Grande. It is home to mountain lions, peregrine falcons, endangered cacti and 22 species of bats, more than almost any other place in the US. We will study the ecology and evolution of bats during lectures. In the evenings we will introduce you to the tools used in field studies of bats including mist nets, harp traps and the Anabat acoustical system. You will learn how to measure and identify the species that we capture. During the day we will explore the diversity of the national park including short hikes in the mountains, desert lowlands and into a canyon on the Rio Grande.

For college teachers of: Biology or Zoology. Prerequisites: none.

Dr. Dixon, received a B.A. in Zoology at Miami University-Ohio, and a Ph.D. in Zoology at The University of Texas in 1994. He is an Assistant Professor of the Department of Biology at Angelo State University. He supervised numerous research topics with Texas Wesleyan University. Dr. Dixon has worked with Dr. Loren Ammerman and led field-based college courses throughout the central and west Texas, including the Trans-Pecos region for the past 10 years. His research interest includes questions of ecology, evolutionary relationships and genetic diversity. Using traditional field techniques, as well as modern biochemical methods in addressing these questions. Dr. Ammerman received her Ph.D. in Zoology from The University of Texas at Austin. She has worked with the study of bats for over 16 years in both tropical and dessert ecosystems. Her dissertation topic was the evolutionary relationships of bats.

Course: 58

Birding in the Lower Rio Grande Valley of Texas
R. RUSSELL WILKE, Angelo State University and WILLIAM J. STRAITS, California State University Long Beach
May 17-21, 2006 in McAllen, Texas
Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation, lodging, meals, entrance and tours fees as well as transportation during the course. Costs estimates for the course are as follows: transportation during the course $100 (not including airfare) and entrance and tour fees $75.

          The Lower Rio Grande Valley (LRGV) is an ecologically diverse region of the United States. Many different habitats converge within this region including; estuarine, riparian, barrier island, and sub-tropical scrubland. The LRGV is also a focal point of the North American central flyway for neo-tropical migrants. Subsequently, this region is home to over 400 bird species including many not found elsewhere in the United States.
          While the vast majority of our time will be spent birding in many of the local hotspots, participants will also attend short lectures detailing the unique biological significance of this diverse area. Local authorities will lead field excursions to the LRGV and mini-lectures and discussions on topics such as barrier island, plant, and bird ecology to complement the birding experience. Birding day trips may include the Santa Ana National Wildlife Refuge, Bentson-Rio Grande Valley State Park, Laguna Atascosa National Wildlife Refuge, the World Birding Center, South Padre barrier island, and Falcon State Park (Falcon Dam of the Rio Grande) depending on participants interests and local conditions.
          Participants may expect to encounter Plain Chachalaca, Great Kisskadee, Green Jays, Altamira Oriole, Ringed Kingfishers, Zone-tailed Hawks, Painted Buntings, and various warblers and shorebirds.
          In addition to appreciating the avian life of the region, participants will have opportunities to explore the cultural, social, culinary, historical, natural, etc. features of the LRGV. Participants will decide upon afternoon and/or night trips (mornings and evenings reserved for the birds), possibly including excursions into Matamoros, Nuevo Progreso, and/or Reynosa, Mexico; the Gulf coast and South Padre Island, TX; museums of Brownsvllle and/or McAllen, TX; and much, much more.
          If you are a new birder or a seasoned professional, this course will give you the opportunity to visit a unique area of the United States and enjoy its diverse birdlife and natural history. We invite you to join us for this one of a kind experience.

For college teachers of: all disciplines and all levels of birding experience. Prerequisites: none.

Dr. Wilke is an assistant professor of biology at Angelo State University in western Texas. Dr. Straits is an assistant professor of science education at California State University Long Beach in southern California. They are bird enthusiasts who have birded across the United States, and share a particular interest for the birds of the American southwest.

Course: 59

Biological Digital Imaging and Field Photography at the University of Minnesota - Itasca Biological Station and Laboratories
DONALD L. RUBBELKE, Lakeland Community College and DAVID BIESBOER, University of Minnesota
July 11-15, 2006 in Itasca State Park, Itasca, MN
Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation, lodging, meals, and park entrance fees, as well as a small transportation fee for mileage driven during the course. Airfare and car rental can be arranged through Minneapolis, MN (170 miles from the Station) or Bemidji, MN (35 miles from the Station). Lodging and board on station is available on a first come-first served basis with a reservation deposit. Arrangements for private lodging can also be made within a short drive (a few minutes) of the Itasca Station.

          Digital imaging techniques are enhancing research and instructional efforts of biologists in many ways. An excellent location to learn or explore interests in biological digital imaging is a field station nestled in the northern forests of Minnesota at Itasca State Park, headwaters of the Mississippi river. Surrounded by the three major biomes of prairies, coniferous forest, and mixed deciduous hardwoods; and multiple lakes, ponds, and streams, the Itasca Biological Station and Laboratories offers a multitude of possibilities for biological photography.
          Participants in this workshop will learn basic and more advanced photographic principles applicable to digital still photography and video. Digital equipment will be used to document habitats, flora, fauna, and behavioral natural history of select organisms in the beautiful Itasca State Park area. Participants will learn the basic and advanced digital techniques for editing and using their images in presentations. Video applications planned include an overview of digital video with computer-based capture, rendering, and editing, including videomicroscopy. High speed frame analysis of hummingbirds, diving water shrews or other organism of interest is possible if weather and subjects accommodate.
          Participants can expect to walk in bogs looking for orchids, pitcher plants, sundews and other unique organisms. Another planned activity will be to float a forest pond in search of Ophrydium, an ediacara-like colonial protozoan studied for its unique symbiotic relationships. Participants can also wade and snorkel in Lake Itasca and the Mississippi river to document fish, crustacea, freshwater sponges, red algae, and caddis flies with their underwater nets.

For college teachers of: Biology and most other related sciences, or those with an interest in biological imaging. Prerequisites: While not a requirement, participants are encouraged to bring their own digital cameras. Some digital cameras, research grade microscopes and cameras, computers, and video equipment will be available to participants. Those planning to purchase a digital camera for this workshop should contact one of the instructors well in advance for a recommendation. We have some advice for those who wish to buy a flexible digital camera that will meet their needs.

Dr. Rubbelke developed and currently teaches a course in Biological Field Photography at the Itasca Biological Station and Laboratories. His interests include all subjects but his primary interests are in high magnification macro-photography of insects and microscopy. He also possesses experience in infra-red photoelectric beam use with high-speed shutters. Dr. Rubbelke has taught biological photography at the Station for over twenty years and is familiar with the natural history of many organisms of the region. Dr. Biesboer is the Director of the Station, also very familiar with most of the habitats and organisms of the region, and a co-instructor with Dr. Rubbelke of a previous Chautauqua digital imaging course at Itasca.

Course: 60

Psychoactive Drugs and the Molecular Biology of the Neuron
DAVID DRESSLER, Oxford University
July 12-14, 2006 in Cambridge, MA
Apply: HAR

          This course will deal with the molecular biology of signal transmission in the nervous system in terms of the specific proteins - enzymes, receptors, ion channels, and signaling molecules. Particular emphasis will be placed on neurotransmitters - the signaling agents that carry the nerve impulse from one neuron to another. The biological, medical, social, and legal consequences of psychoactive compounds and other neurotoxic substances that exert their influences by disrupting the manufacture, release, binding, or degradation of neurotransmitters will form a framework for discussion. Morphine, heroin, and the body's natural painkiller, enkephalin, will be traced through the experimental elucidation of their biological activity. The effects of Prozac, Valium, and cocaine on specific neurotransmiters (the monoamines) will be correlated with the molecular changes that underlie depression, anxiety, schizophrenia, and addiction. The biological activity of various natural and synthetic poisons, toxins, and nerve gases will be used to elucidate both normal and blocked neuronal function. Diseases that result from the loss of neurotransmitter systems, such as Parkinson's disease, as well as present and future therapies, will also be discussed.
          Film, possible laboratory demonstration, discussion, and reading will supplement lectures in this course. Participants will be actively engaged in panel discussions that will explore such timely events and issues as the Tokyo subway attack, Gulf War syndrome, the law, substance abuse and addiction.

For college teachers of: biological sciences, chemistry, and biochemistry. Prerequisites: none.

Dr. Dressler is a lecturer on Biochemistry at Oxford University. He is a researcher and author in the field of molecular biology, with current interest in Alzheimer's Disease. He is the originator of the major undergraduate course in molecular biology at Harvard College, and a recipient of the Camille and Henry Drefus Award and the Guggenheim Fellowship. Upon completing his Ph.D. thesis at Harvard in 1970 on the mechanism of DNA replication, Dr. Dressler joined the university's Department of Biochemistry and Molecular Biology. His research in molecular biology led to a series of scientific papers on DNA replication, DNA recombination, and the structure of viral chromosomes.

Course: 61

Frontiers in Genomics: RNA Interference and Gene Annotation
BRUCE NASH, GREGORY CHIN, and UWE HILGERT, Dolan DNA Learning Center of Cold Spring Harbor Laboratory
June 5-9, 2006 in Oklahoma City, OK
Apply: PITT

Note: The workshop is open to 20 participants who will be given a $400 stipend to assist with travel and associated expenses. Acceptance notifications will be sent on April 20, 2006. In 2006, this workshop will also be taught in the San Francisco area (June 2006) and in New York City (August 2006). However, the courses at these two sites it will be geared predominantly towards high school educators, with college educators being invited to apply and being accepted on a space-available basis. For further inquiries regarding the courses in CA and NY please inquire with the DNALC directly (hilgert@cshl.edu).

          RNA interference (RNAi) and genome annotation are hot topics in sciences current efforts to understand how genomes are structured and how organisms utilize their genetic information. This workshop introduces biology educator to laboratory- and Internet-based modules that bring students up-to-the-minute with research in genomics.
          A comprehensive set of laboratories will be introduced and, in an approach new to education, tightly linked to computer-based investigations using sequence information and bioinformatics tools. Using the model organisms C. elegans and O. sativa, the modules illustrate key concepts of gene and genome analysis, including: the relationship between phenotype and molecular genotype, genetic modification of nematides, and methods for gene annotation in rice. Uniquely for a course in teaching methods, this course also provides participants with an opportunity to contribute to an ongoing genome annotation project. This project aims to elucidate the true structure of the genes in the rice genome which, thus far, have only been predicted in an automated process. Finally, participants will learn how to use the vast resources at the DNA Learning Centers Internet site that supports the labs and computer work with online protocols, custom analysis tools (such as the gene annotation tool Apollo), shared databases, and collaborative bulletin boards.
          Please visit the web site http://www.dnalc.org for more information about the Dolan DNA Learning Center, its staff, and its programs.

For college and high school educators of: any biological science and related areas. Prerequisites: No prerequisites required, although a basic understanding of genetics and molecular biology is helpful.

Dr. Nash and Dr. Chin develop and teach laboratory curricula in nematode genetics, RNAi and molecular biology. Dr. Nash received his Ph.D. in Medical and Molecular Genetics from the University of Toronto, Toronto, Canada, where he studied nervous system development. Dr. Chin Dr. received his Ph.D. in Developmental Biology from Stanford University, CA. Dr. Hilgert is the DNALCs assistant director. He has extensive experience in integrating DNA laboratories with bioinformatics inquiries, and in conducting laboratory and computer workshops for high school and college educators. Dr. Hilgert received a Ph.D. degree in Microbiology for his research at the Max Planck Institute for Plant Breeding in Cologne, Germany.

Course: 62

Plant Genomics and Gene Annotation
UWE HILGERT, GREGORY CHIN, and JEANETTE COLLETTE, Dolan DNA Learning Center of Cold Spring Harbor Laboratory
June 12-16, 2006 in Holly Springs, MS
June 19-23, 2006 in Greensboro, NC

Apply: PITT

Note: The workshop is open to 20 participants who will be given a $150 stipend to assist with travel and associated expenses. Acceptance notifications will be sent on April 20, 2006.

         Plant molecular genetic and genomic research still lags behind medically oriented research on microbes and higher animals. Consequently, relatively few lab experiences expose students at the lower college level to the growing insights into plants offered by genomic biology. This workshop introduces biology educators to laboratory- and Internet-based modules that bring students up-to-the-minute with modern plant research.
         A comprehensive set of laboratories based on rapid and reproducible polymerase chain reaction (PCR) biochemistry will be introduced and, in an approach new to education, tightly linked to computer-based investigations using sequence information and bioinformatics tools. Using the model plant Arabidopsis thaliana as well as important food crops, the modules illustrate key concepts of gene and genome analysis, including: the relationship between phenotype and molecular genotype, genetic modification of plants and detection of transgenes in foods, and methods for linkage mapping of genes and QTLs. Uniquely for a course in teaching methods, this course also provides participants with an opportunity to contribute to an ongoing genome annotation project. This project aims to elucidate the true structure of the genes in the rice genome which, thus far, have only been predicted in an automated process. Finally, participants will learn how to use the vast resources at the DNA Learning Centers Internet site that supports the labs and computer work with online protocols, custom analysis tools (such as the gene annotation tool Apollo), shared databases, and collaborative bulletin boards.
         Please visit the web site http://www.dnalc.org for more information about the Dolan DNA Learning Center, its staff, and its programs.

For college teachers of: 2-year college and high school educators of any biological science and related areas. Prerequisites: No prerequisites required, although a basic understanding of genetics and molecular biology is helpful. 4-year college faculty are invited to apply and will be admitted as space is available.

Dr. Hilgert is the DNALCs assistant director. He has extensive experience in integrating DNA laboratories with bioinformatics inquiries, and in conducting laboratory and computer workshops for high school and college educators. Dr. Hilgert received a Ph.D. degree in Microbiology for his research with Dr. Jozeph Schell at the Max Planck Institute for Plant Breeding in Cologne, Germany. Dr. Chin develops and teaches laboratory curricula in nematode genetics, RNAi and molecular biology. He received his Ph.D. in Developmental Biology from Stanford University. Jeanette Collette is a full-time instructor at the DNALC with degrees in Medical Technology and Secondary Science Education and a teaching certificate in Biology.

Course: 63

Plant Molecular Genetics, Genomics, and Bioinformatics
UWE HILGERT and JEANETTE COLLETTE, Dolan DNA Learning Center of Cold Spring Harbor Laboratory
August 7-11, 2006 in New York City, NY
Apply: SBU

Note: The workshop is open to 21 participants who will be given a $400 stipend to assist with travel and associated expenses. Acceptance notifications will be sent on April 20, 2006.

          Plant molecular genetic and genomic research still lags behind medically oriented research on microbes and higher animals. Consequently, relatively few lab experiences expose students at the lower college level to the growing insights into plants offered by genomic biology. This workshop introduces college faculty to laboratory- and Internet-based modules that bring students up-to-the-minute with modern plant research.
          A comprehensive set of laboratories based on rapid and reproducible polymerase chain reaction (PCR) biochemistry will be introduced and, in an approach new to education, tightly linked to computer-based investigations using sequence information and bioinformatics tools. Using the model plant Arabidopsis thaliana as well as important food crops, the modules illustrate key concepts of gene and genome analysis, including: the relationship between phenotype and molecular genotype, genetic modification of plants and detection of transgenes in foods, and methods for linkage mapping of genes and QTLs. Uniquely for a course in teaching methods, this course also provides participants with an opportunity to partake in an ongoing functional genomics research project. This project, Project 2010, aims to elucidate the function of all Arabidopsis genes by 2010. Course participants will learn how they can have their students assist Cold Spring Harbor Laboratory researchers with the cellular expression analysis of Arabidopsis genes of unknown function. Finally, the DNA Learning Center's Greenomes Internet site, which supports the laboratories with online protocols, custom analysis tools, shared databases, and collaborative bulletin boards will also be introduced.
          Please visit the web site http://www.dnalc.org for more information about the Dolan DNA Learning Center, its staff, and its programs.

For college teachers of: any biological science and related areas. Prerequisites: No prerequisites required, although a basic understanding of genetics and molecular biology is helpful. High school educators are encouraged to apply and will be admitted as space is available.

See previous course description for biographical sketches. .

Course: 64

A Hands-On Tour Through the World of Bioinformatics
LINEA FLETCHER, Austin Community College and SANDRA G. PORTER, Geospiza, Inc.
June 8-10, 2006 in Austin, TX
Apply: TXA

          High-throughout data collection, web-based bioinformatics tools, and molecular databases have changed the nature of biological research. 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 workshop will begin with a discussion of the techniques that are used for gathering, analyzing, and managing large quantities of biological data. Genomic DNA sequencing will be discussed along with tools for error measurement (Phred) and sequence assembly (Phrap). Next, participants will gain hands-on practice using BLAST to compare and identify unknown sequences and using Entrez, effectively, to locate information in the databases at the National Center for Biotechnology Information (NCBI). The second part of the workshop will focus on the relationship between the nucleic acid sequence and the structure of a protein. Participants will learn how to use Cn3D, a freely available tool from the NCBI, for viewing and studying 3-dimensional protein structures. This section of the course will also address how Cn3D can be used in biology courses to study protein structure and function. Participants will learn how to find molecular structures in databases and use alignments of multiple structure to study the relationship between structure and function and elucidate the effects of mutations. Lastly, participants will have time to discuss and explore how bioinformatics resources can be used in their courses.

For college teachers of: bioscience-based courses such as microbiology, genetics, biology, pharmacology, allied health, biotechnology, and molecular biology. 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). Dr. Fletcher's students use a variety of bioinformatics tools in the biotechnology program. Dr. Porter is currently a senior scientist at Geospiza, Inc. (http://www.geospiza.com), a bioinformatics company based in Seattle. Dr. Porter has received funding from the National Science Foundation to develop instructional materials in bioinformatics (DUE-008153, DUE-0127599) and continues to work in this area. Prior to joining Geospiza, Dr. Porter ran the biotechnology program at Seattle Central Community College and was the Northwest Regional Bio-link Director.

Course: 65

Bioinformatics Education Dissemination: Reaching Out, Connecting, and Knitting-Together
JOHN R. JUNGCK and SAM DONOVAN, BioQUEST Curriculum Consortium at Beloit College
August 9 - 11, 2006 in Allendale, Michigan
Apply: GVSU

          Bioinformatics is viewed here as an interdisciplinary field that greatly benefits from collaborators coming from disparate backgrounds. This short course will use a problem-solving, collaborative approach to analyze molecular data in several different ways. Bioinformatics 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 emphasized.
          The course’s focus will be on learning about the causal bases for bioinformatics analyses along with a philosophy of education: problem posing, problem-solving, and peer review/publication (BioQUEST’s 3 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 bioinformatics 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 to integrate mathematics into the undergraduate biology curriculum;· As a chance to develop a better idea of what questions biologists have with respect to teaching and learning elements of bioinformatics; and
· 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:
1. Evolutionary Bioinformatics: Orthology, Paralogy, Xenology, Phylogenetic Probes and Phylogenetic Profiling;
2. BioQUEST’s Curricular Philosophy; The 3 P’s; and
3. Theoretical, mathematical and computational aspects that underlie bioinformatics.The discussions focus on how to analyze data, how to implement bioinformatics investigations across the curriculum, and how to develop sustained collaboration. Each full participant will receive a copy of our book Microbes Count!: Problem Posing, Problem Solving, and Persuading Peers in Microbiology which has seven bioinformatics labs that we will use in the workshop.

For college teachers of: Biology who are interested in implementing bioinformatics across their biology curriculum by incorporating bioinformatics into a variety of courses, as well as mathematicians and computer scientists who are interested in teaching bioinformatics or computational molecular biology and interacting with biologists. Prerequisites: An interest in teaching biology or mathematics or computer science using bioinformatics.

Professors John R. Jungck and Sam Donovan have offered numerous workshops in bioinformatics for faculty across the U.S. and abroad and provide a web site 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 forty 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 Science Education at the University of Pittsburgh, Director of BioQUEST’s bioinformatics education dissemination initiative, and Chair of the Education Section of the Society for the Study of Evolution.

Course: AA

Geology and Biodiversity of the Galápagos Islands
KAREN HARPP, Colgate University and DENNIS GEIST, University of Idaho
January 3-10, 2007 in the Galápagos Islands
Apply: UWA

Note: This course has an additional logistical fee of $2400 to cover the total costs of travel, lodging and meals for 8 days during boat transportation on the "Daphne" in the Galápagos Islands, park entrance fee, all transfers (including RT flight from Quito to Galápagos), and hotel lodging in Quito each night before and after the program. Participants must arrange their own RT travel to Quito, Ecuador (average airfare is $750 from most U.S. cities on Continental, American or Delta via Houston, Miami or Atlanta).

          Darwin’s visit to the Galápagos Archipelago is one of the most legendary events in the history of science. It was in the Galápagos that a young Darwin realized that closely related, but different, species resided on the different islands. He also related explosive volcanic eruptions to their deposits and theorized on how crystallization could create diverse lava types. In modern times, the Galápagos have become one of the world’s premier natural sites for the study of evolution, island biogeography and volcanism.

          For this course, we will travel and live aboard a boat, visiting a different island each day. Most of the islands are wilderness, with no inhabitants, but we will also visit the Charles Darwin Research Station. The trip will focus on the natural history of the islands, where participants will have the opportunity to observe the unique biota and geologic features of the islands, including marine and land iguanas (which diverged about 10 million years ago), giant tortoises, Darwin’s finches, penguins, and marine mammals. The trip is designed to observe volcanic islands in all stages of evolution, ranging from about 3 million years old to less than 100,000 years old (some currently active). One of the main themes of the trip will be the geologic controls on island biodiversity and speciation, a major research interest of the course leaders.

For college teachers of: all natural sciences. High school teachers are welcomed on a space-available basis. Prerequisites: none.

Dr. Harpp is a professor in the Geology Department at Colgate University, where she has been for the past 8 years. Her background is in both chemistry and geology, and she has been doing field work in the Galápagos since 1990. She teaches courses in environmental geochemistry, volcanology, and the development of the atomic bomb. Dr. Geist has been a professor of Geological Sciences at the University of Idaho since 1990. He teaches classes in volcanology, petrology, and the natural history of islands. Since 1981 he has done field work in the Galápagos on 18 separate trips, many in collaboration with Dr. Harpp.

Course: 66

Studying Evolution with Bioinformatics
LINNEA FLETCHER, Austin Community College SANDRA G. PORTER, Geospiza, Inc.
June 12-14, 2006 in Austin, TX
Apply: TXA

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

          Students in this course will learn how bioinformatics resources can be applied to the study of evolution on a molecular level. Course topics include the following: generating multiple sequence alignments for phylogenetic studies, issues to consider when choosing sequences for phylogenetic studies, a comparison of methods for creating phylogenetic trees (neighbor joining, parsimony, maximum likelihood), orthology, paralogy, homology, homoplasy, and comparative genomics. Case studies where phylogenetic trees have been tested experimentally will also be discussed. This course will include a significant hands-on component. Participants will learn how to obtain a set of DNA sequences, generate a multiple alignment, and produce a phylogenetic tree. Participants will also use free tools for viewing protein structures. Three dimensional structures from related proteins will be compared with information from phylogenetic trees will to determine if structural features are due to homology or homoplasy. Lastly, participants will have time to discuss and explore how bioinformatics resources can be used in their courses.

For college teachers of: bioscience-based courses including biology, organismal biology, molecular biology, genetics, evolutionary 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). Dr. Fletcher's students use a variety of bioinformatics tools in the biotechnology program. Dr. Porter is currently a senior scientist at Geospiza, Inc. (http://www.geospiza.com), a bioinformatics company based in Seattle. Dr. Porter has received funding from the National Science Foundation to develop instructional materials in bioinformatics (DUE-008153, DUE-0127599) and continues to work in this area. Prior to joining Geospiza, Dr. Porter ran the biotechnology program at Seattle Central Community College and was the Northwest Regional Bio-link Director.

Course: 67

Evolution Education: A Delicate Balance Between Science, Controversy and Pedagogy
GREGORY A. FORBES, Evolution Education Institute
June 1-3, 2006 in Dayton, OH
Apply: DAY

         Despite a long history of debate, legal battles and court decisions supporting the teaching of evolutionary science, there remains strong social pressure to replace the instruction of evolution with nonscientific ideologies. As a result, many teachers and professors are hesitant or afraid to teach evolution and therefore many students are never exposed to the topic of evolution. As these students will be the teachers of tomorrow, the problem is passed on to the next generation. 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 factors that account for the continuation of this debate as well as to provide an overview of contemporary evolutionary theory and approaches to teaching this very important body of science. Workshop sessions include: 1) Dogma, Doctrine & Discovery; Darwin’s Life of Discovery 2) Why Teach Evolution? - An assessment of the value of evolution in a comprehensive science education 3) Evolution; What's All the Fuss After 3½ Billion Years? - An examination of the socio-political basis of the debate 4) Evolution Primer - An overview of the unifying themes and concepts of evolutionary theory 5) Evidence of Evolution- A review of the empirical evidence of past and contemporary evolution 6) Responses to Anti-Evolutionist's Claims - A review of scientific and philosophical responses to statements and questions regarding the validity of evolution and the “fairness” of teaching evolution 7) Intelligent Design; Grasping for Scientific Straws 8) Educator's Resources 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 working knowledge of the foundations of contemporary evolutionary theory along with the ability to respond to questions from students, campus 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 former Education Director 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 the Executive Director of the Evolution Education Institute which takes the Michigan model to a national audience. He serves as the Evolution Education Specialist to the Michigan Science Teachers Association and is a co-founder and Board member of the Michigan Citizens for Science. He is former Director of the Science Education Center at Grand Rapids Community College where he teaches courses in zoology and human anatomy and physiology. Dr. Forbes also serves on the Editorial Board of Skeptic Magazine 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. He is 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. In 2004 Dr. Forbes was named the Michigan College & University Science Teacher of the Year by the Michigan Science Teachers Association.

Course: 68

Teaching Evolution: Applying Critical Thinking and Other Effective Pedagogical Strategies
CRAIG E. NELSON, Indiana University
October 19-21, 2006 in Dayton, OH
Apply: DAY

         The persistence of creationism and the re-emergence of “intelligent design” have made it quite evident that traditional post-secondary approaches to teaching evolution have been largely ineffective. In part, this is because the discussions have ranged over a much broader set of topics, both scientific and philosophical, than most faculty have been fully comfortable with in the classroom. More fundamentally, however, it is the result of our failure to take seriously both the pedagogical challenges and the research showing how we can more effectively address these challenges. This course is designed to provide faculty with ways to better understand the entire scope of the controversy and with powerful options for dealing with this and other controversial issues in the classroom.
         An overview of the central arguments of "scientific creationism" and “intelligent design” will be presented, as will a summary of the current state of science in areas central to the controversy. These will include: the relevance of the second law of thermodynamics, dating methods, the overall sequence in the fossil record, transitional forms, molecular aspects, and the processes of macro-evolutionary change, especially the emergence of complex new features. A major emphasis will be on developing selected topics in ways that allow the participants to utilize them directly in their own teaching.
         Four key features set this course apart. (1) A major focus will be the nature of science, decision theory and advanced modes of critical thinking as essential perspectives for understanding controversial issues. (2) We will use a number of active discussion techniques that can be applied in any classroom to deepen understanding and retention and to foster critical thinking. (3) We will also briefly discuss a variety of theological perspectives which combine science and a belief in a Creator and examine some tactics for addressing this level in the classroom without slipping into indoctrination—tactics that respect student belief without compromising the integrity of science. And (4), we will refer extensively to research on effective college teaching.

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

Dr. Nelson has offered Chautauqua short courses on critical thinking, on diversity and on evolution almost annually since 1989 and has given related workshops at hundreds of individual institutions on four continents. He taught evolution at Indiana University from 1966 to 2003. He and his colleagues directed the NSF-funded Evolution and the Nature of Science Institutes for high school biology teachers (1989-1999; lessons and resources at http://www.indiana.edu/~ensiweb/. He wrote the invited chapter on teaching evolution for the National Science Teachers Association (in: The Creation Controversy and the Science Classroom, 2000) and, with B. Alters, the review on Teaching Evolution in College for the Society for the Study of Evolution (Evolution 56:1891-1901) as well as the classic chapter Creation, Evolution, or Both? A Multiple Model Approach. (In R. W. Hanson, Editor, 1986. Science and Creation). His awards include several for distinguished teaching (from IU, Vanderbilt and Northwestern), Carnegie Scholar, Outstanding Research And Doctoral University Professor Of The Year 2000 and, in 2001, the President's Medal for Excellence (the highest honor bestowed by Indiana University). He has published 27 papers and chapters on teaching and was the founding president (2004-2005) of the International Society for the Scholarship of Teaching and Learning.

Course: 69

The Molecular Basis of Disease
DAVID DRESSLER, Oxford University
March 29-31, 2006 in Orlando, FL
Apply: DAY

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

          At the beginning of the 20th century not a single disease was understood at the molecular level. At the start of the 21st century, illnesses ranging from infectious disease to mental illness, and from cardiovascular disease to cancer, are now increasingly understood in terms of specific proteins that malfunction and the genes that encode them.
          In this course we will consider several diseases, each of which represents an important area of molecular medicine -- AIDS, Cardiovascular Disease, Alzheimer's Disease, Schizophrenia and Cancer.
          This course is designed to offer a discussion of the principles of biochemistry, genetics, and cell biology that are essential to understanding the origin and molecular physiology of these diseases. This accomplished, it will be possible to consider the rationale underlying the current methods of therapy, some of which are as effective as they are elegant. Course contents include:
• AIDS: an Infectious Disease
• The Molecular Biology of Cancer
• The Molecular Biology of Alzheimer's Disease
• Neurons and Neurotransmitter Imbalances: Two Mental Illnesses Schizophrenia and Depression
• The Molecular Biology of Cardiovascular Disease

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

Dr. Dressler is a lecturer on Biochemistry at Oxford University. He is a researcher and author in the field of molecular biology, with current interest in Alzheimer's Disease. He is the originator of the major undergraduate course in molecular biology at Harvard College, and a recipient of the Camille and Henry Drefus Award and the Guggenheim Fellowship. Upon completing his Ph. D. thesis at Harvard in 1970 on the mechanism of DNA replication, Dr. Dressler joined the university's Department of Biochemistry and Molecular Biology. His research in molecular biology led to a series of scientific papers on DNA replication, DNA recombination, and the structure of viral chromosomes.

Course: 70

Effective Teaching Methods for Biology and Environmental Studies
DAN PERLMAN, Brandeis University
May 31-June 2, 2006 in Cambridge, MA
Apply: HAR

          This course explores ways in which science teachers, especially those in environmental studies, ecology, and conservation biology, can incorporate fieldwork, case studies, writing, and multimedia teaching tools into their courses. We discuss techniques that I have developed while teaching a variety of courses in these fields over the past decade and a half. These include specific field exercises, methods for developing case studies, and guidelines for helping students write effectively. We also explore a number of Web-based exercises and a multimedia teaching tool for conservation biology and environmental science that I developed with E. O. Wilson. Taken together, these techniques enable students to grasp the fundamental issues in these fields in ways that lectures alone cannot.

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

Dr. Perlman is Chair of Environmental Studies at Brandeis University in Waltham, Massachusetts, where he teaches conservation biology, ecology, and field biology. Previously, he 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 two textbooks: Practical Ecology for Planners, Developers, and Citizens and 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: 71

Increasing Student Interest in the Sciences by Introducing Forensic Science into the College Classroom
EDWARD B. WALDRIP and ALAN P. PRICE, Southern Institute of Forensic Science, and HUGH E. BERRYMAN, Middle Tennessee State University
July 24-26, 2006 in Jackson, MS
Apply: TXA

Note: This offering is co-sponsored by, and offered at Millsaps College, Jackson, Mississippi. A course fee may be associated with this course.

          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, and Forensic Anthropology as methods 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 scene. Knowing appropriate questions to ask and the ways to obtain 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 the sciences 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 PhD. 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. Alan Price has a M.A. in Sociology from Idaho State University. His major research interest is the "Interaction of Society and Criminal Activities." He retired from the Weld County Sheriff's Office after 30 years of service. For twenty years, Mr. Price was assigned to the Major Crimed Unit. During this time, his primary investigatory duties were in homicides and sexual assaults. He is currently an Adjunct Professor in the Criminal Justice Department at the University of Northern Colorado. He also serves as Program Director for the Southern Institute of Forensic Science. Mr. Price is a member of the American Academy of Forensic Science and the International Association for Identification. 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). Dr. Berryman served on the faculty of the Department of Pathology, University of 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, Dr. Berryman is a forensic anthropology consultant to the Joint POW/MIA Accounting Command–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: 72

The Application of Forensic Anthropology and Forensic Pathology to Stimulate Student Interest in the Sciences
EDWARD B. WALDRIP and ALAN P. PRICE, Southern Institute of Forensic Science, and HUGH E. BERRYMAN, Middle Tennessee State University
July 27-29, 2006 in Jackson, MS
Apply: TXA

Note: This offering is co-sponsored by, and offered at Millsaps College, Jackson, Mississippi.

          The heightened interest in forensic anthropology and forensic pathology has made these disciplines excellent vehicles to stimulate student interest in the sciences. The course is structured around lectures and laboratory exercises that can be incorporated into the basic structure of science courses, including biology, anatomy and physiology, chemistry, and physics.           Lecture topics include:
Introduction to Forensic Anthropology; Establishing the Basic Parameters of Sex, Ancestry, Age, and Stature from the Human Skeleton; Methods of Human Identification; Introduction to Forensic Pathology; and Cause, Manner and Mechanism of Death.
          "Hands-on exercises" will be emphasized in a laboratory component. These exercises are designed to be implemented in the registrant's own classes. These exercises include: Conversion of Plastic Skeletons into Forensic Specimens"; "Whose Bones are these Anyway?"; "A Jungle Mystery"; and others, and are designed to allow students to use their knowledge of the skeleton to solve mysteries of the "Disappeared."
          Scenarios will be used to induce critical thinking in the field of forensic pathology. Written formats with staged crime scene photographs will be provided. Students will be required to ask for specified reports, evidence analysis, and test results to determine cause, manner, and mechanism of death. Exercises such as these will be available to the registrants to incorporate into their own courses.

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 PhD 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). Dr. Berryman served on the faculty of the Department of Pathology, University of 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, Dr. Berryman is a forensic anthropology consultant to the Joint POW/MIA Accounting Command--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: 73

Estuarine Science and Oceanography in the San Juan Islands
JAN NEWTON, University of Washington
June 8-11, 2006 on San Juan Island, WA
Apply: UWA

Note: This course has an additional fee of $180 to cover the costs of lodging for four nights and all catered meals at Friday Harbor Conference Center.

          While fully two-thirds of the planet is saltwater, humans spend very little time in this environment, and much less understanding it. Yet oceans and the other marine waters can affect all of our lives through aspects as diverse as weather, food resources, medicine, and recreation. Although oceanography may be a small field in terms of jobs, an understanding of the oceans and marine systems should be accessible to all who inhabit this blue planet. This course offers a combination of hands-on experience with state of the art oceanographic field techniques and lectures focused on the basics of oceanography and some of the current “hot topics” of this field. A major emphasis will be on how to convey to students why oceans are important, what creates their character, how these systems influence life on earth, and how we currently measure ocean parameters.
          We will utilize the deep blue waters of the San Juan archipelago as our field laboratory, using deployable sensor packages onboard a ship to measure profiles of temperature, salinity, and dissolved oxygen. In class we will interpret what these measured variables are telling us about the structure and dynamics of estuarine and other environments, and implications for the food webs that these systems support. We will learn how phytoplankton (chlorophyll) is measured both from simple classroom extractions and from global satellites. We also will explore topics such as the ocean’s role in carbon cycling, El Niño-Southern Oscillation, the Iron Hypothesis, and the importance of species diversity.

For college teachers of: biology, marine sciences, ecology. High school teachers are welcomed on a space-available basis. Prerequisites: none.

Dr. Newton is a biological oceanographer with 20 years experience studying oceanic, coastal and estuarine systems. Formerly a Senior Oceanographer with the Washington State Dept. of Ecology, she is now at the Applied Physics Laboratory at the University of Washington (and also an Affiliate Assistant Professor in the School of Oceanography). Her research interests include food-web effects on material cycling and climate impacts on estuarine processes. She is currently a PI on projects to develop innovative ways of monitoring the marine environment and controls on primary production in regional bays and inlets. For the last ten years she has taught a popular class on ocean and coastal processes for Northeastern University’s East/West Marine Sciences Program.

Course: 74

Life Beneath the Surface
RITA BELL, Monterey Bay Aquarium
August 14-16, 2006 in Monterey Bay, CA
Apply: CAL

          Consistently rated as America’s best, Monterey Bay Aquarium provides a window to the ocean for nearly 2,000,000 visitors each year. Its world-class exhibits and conservation programs inspire, engage and empower people to conserve the oceans. Monterey Bay Aquarium Research Institute, the aquarium’s sister organization, is a world center for advance research and education in ocean science and technology. Both are situated in the Monterey Bay National Marine Sanctuary, which encompasses one of the worlds most diverse and productive marine ecosystems.
          This course will examine current research being conducted at each institution: Monterey Bay Aquarium, Monterey Bay Aquarium Research Institute and Monterey Bay National Marine Sanctuary. We’ll spend one day at the aquarium, exploring the collections from both sides of the exhibits; learning about jelly and coral culture research projects that support new exhibit development; and looking at problems, issues and findings from our conservation research programs on sea otters, tuna and white sharks.
          The second day, we’ll travel to Monterey Bay Aquarium Research Institute and tour their facilities, then interact with scientists conducting research on the carbon dioxide sequestration in the deep sea, the impact of multidecadal climate patterns on fisheries and coastal processes.           Our final day will focus on the Monterey Bay National Marine Sanctuary projects such as Sanctuary Integrated Monitoring Network (SIMoN). SIMoN effectively integrates existing monitoring programs being conducted by the more than forty research institutions in the Monterey Bay region and identifies gaps in information. We’ll finish the workshop with an opportunity to cruise the sanctuary waters and conduct some monitoring projects of our own. Participants will receive electronic copies of all presentations, data sets and images presented during the workshops.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. Prerequisites: none.

RITA BELL organizes various education program to a wide range of groups at the Aqarium. She has developed this multi-day, college level workshop using experts in their fields.

Course: 75

Ecology of Mammals of the Adirondack Mountains
JOSEPH F. MERRITT, US Air Force Academy and WILLIAM P. PORTER, SUNY College of Environmental Science and Forestry
July 30 - August 4, 2006 at Adirondack Ecological Center
Apply: SBU

          The Adirondack Mountains of New York is endowed with a fascinating and varied assemblage of mammals. An understanding of their natural history is a key to ensuring that these animals will be preserved for future generations to cherish and enjoy. This lecture and field course will focus on the identification, natural history, behavior and ecology of mammals inhabiting the Adirondack Mountains ranging from bats and shrews to moose and black bears. Proficiency will be gained in identification and live capturing of mammals. Participants will live trap, mark, and release small mammals, mist net bats, and employ radiotelemetry techniques to understand the secretive habits of mammals. In addition, participants will learn about the long-term research activities of mammals underway at the Adirondack Ecological Center.

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

Dr. Merritt is the former director of Powdermill Biological Station, the field station of the Carnegie Museum of Natural History. He is currently Distinguished Visiting Professor at the U.S. Air Force Academy. He is a physiological ecologist specializing in adaptations of small mammals to cold. He is the author of Guide to the Mammals of Pennsylvania, published by the University of Pittsburgh Press and co-author of the college textbook, Mammalogy: Adaptation, Diversity and Ecology, published by McGraw-Hill Companies. Dr. Merritt is also editor of several technical monographs on specific taxa of mammals. He has served on the Publications Committee of the American Society of Mammalogists since 1990 and is currently the Editor for Special Publications for the Society. He is the Editor for the Western Hemisphere for journal, Acta Theriologica and vertebrate ecology at the US Air Force Academy and the University of Pittsburgh’s Pymatuming Laboratory of Ecology, and courses in winter ecology at Antioch New England Graduate School and at the Adirondack Ecological Center, SUNY College of Environmental Science and Forestry. Dr. Porter is Professor of Wildlife Ecology, Faculty of Environmental and Forest Biology at College of Environmental Science and Forestry at the State University of New York. He is the Director of the Adirondack Ecological Center as well as the Roosevelt Wild Life Station. He is a Fellow of the American Association for the Advancement of Science and the recipient of the Earth Day Award for Leadership in Adirondack Park (2004), Henry S. Mosby Award for Outstanding Contributions to Research (1998), and Distinguished Teacher of the Year (1998). His research explores the behavior of wildlife populations, emphasizing the application of ecological knowledge to resolving conflicts between wildlife and humans. Studies are conducted within the context of training students. Most of the work focuses on larger vertebrates and questions range from the influence of social behavior on population management to the merits of satellite imagery to explore landscape ecology. He is the author of Making Tracks: Wild Turkey Management in the New Millennium, National Wild Turkey Federation and Cadmus Press (2001), Contraception and Deer: The Irondequoit Report, Roosevelt Wild Life Station at SUNY (2001), and Wildlife Policies in the U.S. National Parks, Island Press (1995).

Course: 76

The Ecology and History of the Mojave Desert Region, Desert Studies Center
MICHAEL BONDELLO, Allan Hancock College and ROBERT FULTON, Desert Studies Center
May 26-30, 2006, Desert Studies Center, Baker, CA
Apply: CAL

          The course will start on Friday night, the 26th 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.
          There will be a field trip to visit Willow Wash 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. Other field trips will visit the historic copper smelting site at Valley Wells, the Cima Dome, and Cow Cove Petroglyph Site, 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.
          Combined fees for room and board for the duration of the course are $160.00. Please contact ncharest@Exchange.FULLERTON.EDU for details as how to pay this fee after registering for the course. There is no mechanism to pay the fee at the field station.

For college teachers of: undergraduate science, math and technology courses and graduate students in the sciences interested in an eventual teaching career. Teachers of advanced secondary courses are admitted on a space available basis. 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: 77

Ecology of South-Central Alaska
BJARTMAR SVEINBJORNSSON and DONALD SPALINGER, University of Alaska Anchorage
June 24-26, 2006 in 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 $175 (in addition to the application fee), which covers van travel on field trips, and other courserelated 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 coastal 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 and the Kenai Peninsula south of Anchorage to study boreal forest succession, fire ecology, moose, bears, and salmon, and on the return trip a visit to a coastal rainforest site. On the third day, the group will visit Hatcher Pass, where the alpine tundra rises above the boreal forest and the Palmer Hayflat wetlands. 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 on the day following 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: 78

Ecology and Geology of the Colorado Front Range
P. KELLY WILLIAMS, University of Dayton, and DONALD SULLIVAN, University of Denver
July 25-29, 2006 in Denver, CO
Apply: DAY

Note: This course will run from early morning to late evening each day. Estimated cost for lodging and meals is about $40 per person per day. This course has a participant fee of $195 (in addition to the application fee) which covers field trip costs and other course related expenses. See note below concerning high elevations and medical problems. Also see following course.

         This five day course will focus on the ecological communities and geological features of the Colorado Front Range. The geological setting of the Front Range is one of remarkable contrasts from glaciated Pre-Cambrian 14,000 foot peaks to the folded and faulted sedimentary rocks as the Rockies formed. Organisms have adapted to these conditions and are often distributed along elevational gradients. This course will explore those organisms in the geological setting and their adaptations both in the terrestrial and aquatic environments.
         Lodging will be at the University of Denver campus and at the Mt Evans Field Station. The Station is located an hours drive west of Denver at 10,700 feet elevation on the Slopes of Mt Evans (14,264 feet). There is easy access to alpine environments by a paved road from Echo Lake. Participants with medical problems should consult their physician relative to spending four nights at an elevation of 10,700 feet.
          For more information see http://academic.udayton.edu/kellywilliams.

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

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. 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.

Course: 79

Geology and Ecology of the Colorado Western Slope
DONALD SULLIVAN, University of Denver, and P. KELLY WILLIAMS, University of Dayton
July 30-August 3, 2006 in Grand Junction, CO
Apply: DAY

Note: See previous course. This course will run from early morning to late evening each day. Estimated cost for lodging and meals is about $65 per person per day. This course has a participant fee of $195 (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 more information see http://academic.udayton.edu/kellywilliams.

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: 80

Ethnobotany in the Oaxaca Valley, Mexico
ED BARNHART, Maya Exploration Center
June 24-30, 2006Oaxaca, Mexico
Apply: TXA

Note: Participants will be responsible for arranging their own transportation to and from Oaxaca, Mexico. A course fee to cover in-country costs for lodging, transportation, breakfasts, lunches and entry fees, estimated at $750, will be paid by the participants. Dinners during the week and other incidentals will cost and an estimated additional $180.

          For thousands of years, from house building to medicine, the use of local plants has been central to the indigenous way of life in Oaxaca. The Olmecs, Zapotecs, and Mixtecs all inhabited Oaxaca, each sharing their plant knowledge and passing it down to the next generation. This course will discuss the vast botanical knowledge of the descendants of those cultures, while traveling around the Oaxaca Valley.
          The course’s home base will be the picturesque colonial city of Oaxaca. Within in the city, participants will explore its vast flower markets, peruse its herbal remedy shops, and sample its unique indigenous cuisine (including the famous Oaxacan chocolate, of course!). Visits to the cactus gardens of Santa Domingo and the city’s ethnobotanical gardens will also be made. Moving into the valley of Oaxaca, the course will go to the various craft villages, where people of Zapotec descent are still making pottery, textiles, and wooden carvings in the same way as their ancestors did. In Teotitlan del Valle, the participants will witness textiles and dyes being made in the same way as they were when the Aztec empire demanded them as tribute. In San Bartolo Coyotepec, they will meet a community who has been making the Oaxaca’s famous black pottery in the same way for almost 2000 years. Other stops in the valley will include El Tule, the largest diameter tree in the world, and mescal factories, where participants will learn how farmers turn maguey into a powerful alcoholic drink, once used by shamans to induce trance. A course to Oaxaca would be remiss not to include a tour of the hilltop ruins of Monte Alban. At those ruins, and also by studying the ancient books collectively referred to as the “Mixtec Codices”, the course will analyze the evidence of how Pre-Columbian societies were using plants in their everyday lives.

For college teachers of: botany, biology, chemistry, environmental studies, archaeology, anthropology, art, history, art history, sociology, philosophy and other related social sciences fields. Prerequisites: While not required, participants are encouraged to have at least some knowledge of the cultures and flora of Southern Mexico. Dr. Ed Barnhart can recommend readings for those interested in learning more before the trip. The tours will involve hiking in hot, humid rain forests and in high altitudes. Participants in weak physical condition are encouraged to build strength and stamina before the trip.

Dr. Barnhart has worked in Mexico and Central America for the last fourteen years as an archaeologist, an explorer and an instructor. During his four years as the student of Dr. Linda Schele (world renowned for finally breaking the Maya code of hieroglyphics in 1973) 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 Maya ruins of Palenque. He received his Ph.D. in Anthropology at The University of Texas at Austin in 2001 and is now the Director of the Maya Exploration Center, a non-profit research center based in Austin, Texas and Palenque, Chiapas, Mexico. He and his team are currently investigating archaeoastronomy and ancient geometry in the ruins of Chiapas. Visit www.mayaexploration.org for more information about Dr. Barnhart and the Maya Exploration Center.

Course: 81

Geomorphology, Environment and Sustainable Development of Tropical Islands: The Puerto Rico Case
JOSE MOLINELLI, University of Puerto Rico, Rio Piedras
December 6-9, 2006 in San Juan, Puerto Rico
Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. A portion of the application fee is used to offset processing, mailing, phone charges, duplication of course materials, and refreshments. A course fee of $75 per participant will be required to cover the transportation costs associated with field trips during the course.

          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 costal 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 of the Environmental Sciences Program in the College of Natural Sciences with The University of Puerto Rico, Rio Piedras Campus.

Course: 82

The Florida Keys: A Geographical and Environmental Overview
JIM WYSONG and KEN THOMAS, Hillsborough Community College
July 14-16, 2006 in Long Key, FL
Apply: TXA

Note: Participants should come prepared for the opportunity to swim, snorkel, and hike moderate distances. Some field trips will be conducted in small boats. Participants are responsible for their own transportation to and from the Keys Marine Laboratory on Long Key. Lodging is available nearby, or participants may arrange for reasonably priced dormitory-style accommodations at the Keys Marine Laboratory by contacting the course director. A course activity fee of $125.00 will cover the cost of field trips (including transportation), admissions and snorkel gear rental at the coral reef. Certified SCUBA divers who wish to dive at John Pennekamp State Park should make arrangements with the course director.

          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 waters. Field trips will include the Windley Key State Geological site, John Pennekamp Coral Reef State Park, and the Long Key State Recreation Area. 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.

Jim Wysong is an Assistant Professor of Earth Science and Program Manager of Sciences at Hillsborough Community College's Brandon Campus. He is a life-long resident of Florida and is actively involved in geographic and geological education workshops and field programs. His research interests include aerial photography and mapping of sea grasses and estuarine geomorphology. Ken Thomas is a Professor at Northern Essex Community College. His area of specialty involves clam functional morphology and reproductive biology but he also has research experience in invertebrate neurophysiology, phytoplankton studies, and whale behavior.

Course: 83

Marine Ecosystems of Belize
LAURENCE MEISSNER, Concordia University
January 2-6, 2007 in Belize
Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation, lodging, and meals. 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. Contact the course instructor, Dr. Meissner (Larry.Meissner@concordia.edu) for costs associated with transportation within Belize and lodging and meals at the biological station. A course fee will be associated with this course of approximately $480.00-$550.00, this will be announced closer to the course date. Deadline for application to this course is October 15, 2006. All fees associated with this course must be paid to NSF Chautauqua and mailed to The University of Texas at Austin, TXA Field Center, no later than November 1, 2006. No refunds are given, if you should cancel your appli8cation after this date.

          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 will 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.

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 20 years and has also led 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: 84

Tropical Forests of Costa Rica
BARBARA L. BENTLEY, Noetica Naturalists
July 17-22, 2006 in Costa Rica
Apply: SBU

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 $630.00 for 6 days plus $310 for participants attending the post-course extension. (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.
          The three-day post-course extension allows participants to visit the OTS Las Cruces Field station, near the town of San Vito in southern Costa Rica. This station is located at mid elevation,and features both a world-class botanical garden as well as agroecological and restoration ecology research projects. The site is ideal for undergraduate courses.

For college teachers of: 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: 85

Alaska Native Cultures of Southeast Alaska
PRISCILLA SCHULTE, University of Alaska Southeast-Ketchikan, Alaska
June 27-30, 2006 in Ketchikan, Alaska
Apply: TXA

Note: Course fee of $250 will include ground transportation in Ketchikan, museum fees, and a trip by boat to Metlakatla. Participants will be responsible for all costs and fees associated with transportation, lodging, and meals.

          This course focuses on a study of the archaeology and ethnography of southern southeast Alaska. Participants will learn about the culture and social organization of the three major Alaska Native groups of this area; the Tlingit, Haida, and Tsimshian. The course will include discussions and demonstrations on how the Alaska Native people adapted to this area and utilized the local resources for food, clothing, shelter and the arts. Alaska Native artists will demonstrate their work. Participants will have an opportunity to help in the preparation of local plant resources for traditional uses. Students will learn about important aspects of traditional Native culture, such as the potlatch and Native dancing, which are still part of community life today. Fieldtrips will include visits to the two totem pole parks and clan houses located outside of the City of Ketchikan as well as to the City museums. Depending on the availability of boat transportation, a trip will be scheduled to the community of Metlakatla (the only reservation in Alaska) to visit the home of the Tsimshian people of Alaska.
          Ketchikan, Alaska is located on the western coast of Revillagigedo Island near the southernmost boundary of Alaska. It is approximately midway between Seattle and Anchorage. Ketchikan is surrounded by temperate rainforest with dramatic landscapes ranging from steep mountains to miles of coastal forest. Participants will visit the rocky beaches and walk some of the well developed trails in the rainforest.

For college teachers of: social sciences, natural sciences and humanities. Prerequisites: an interest in anthropology.

Dr. Priscilla Schulte is Professor of Anthropology and Sociology at the University of Alaska Southeast in Ketchikan, Alaska. She has done extensive work with the Tlingit elders regarding traditional food and resource gathering as well as research on the local totem pole parks. She is active in local Alaska Native organizations such as the Alaska Native Sisterhood and recently organized a local Alaska Native Oral History Forum featuring Tlingit, Haida, and Tsimshian storytellers. She leads an annual archaeological and ethnographic field trip with the Forest Service to survey traditional sites. Dr. Schulte teaches anthropology classes to local and distance students.

Course: 86

Galileo's Genius Viewed in Craft, Engineering, Scientific, Artistic and Political Context
DONALD SALISBURY, Austin College and THOMAS SETTLE, Florence Science History Museum
May 26-31, 2006 in Florence, Italy
Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation to and from Florence, lodging, meals, and entrance fees. An estimation: lodging sharing a double (including breakfast) $650.00 other meals $170.00, course transportation $100.00, and entrance fees $40.00.

          Galileo Galilei (1564-1642) is rightly perceived as the father of modern science, yet debate persists to this day on his precise role in the post Renaissance scientific revolution. Recent studies have focused on the context in which he lived and worked, in particular emphasizing the craft origins of a Northern Italian engineering/science tradition of which he was a part, the new ways of "seeing" which emerged in the Florentine artistic Renaissance and in which Galileo actually received training, the courtier position to which Galileo aspired and eventually received appointment as Tuscan court Mathematician and Philosopher in 1610, and of course, the complex conflict with Rome which ultimately led to his forced abjuration of the correctness of the Copernican world system in 1633 and subsequent confinement to his home in Arcetri, Florence until his death in 1642.
          There is no better place to make these connections than in Florence, Italy. History and context are omnipresent. This year's version of the course will place more emphasis on the Tuscan craft and engineering origins of the scientific revolution. The late medieval economic background will be explored in a visit to the Datini International Institute for the History of Economics in Prato. Sound accounting was essential to the merchant Datini's (1335-1410) success, and Galileo himself argued that the mathematical modeling of the bookkeeper presaged mathematical abstraction in the new sciences. Florentine wool trade required mills that in turn required hydraulic engineers. The group will view pescaie (overflow dams) in Prato and Florence. A day trip to Siena offers an inspection of the extensive bottini (underground aqueducts), as well as side visit to the first public secular art of the early Renaissance in the Palazzo Pubblico. The group will visit and study the duomo in Florence, Brunelleschi's (1377-1446) marvelous engineering feat. Sangallo's (1483-1546) Fortezza da Basso (lower fort) in Florence is an excellent example of sixteenth century military engineering. Toscanelli's gnomon will be uncovered for viewing in the cathedral. The work of Egnatio Danti (1536-1586) will feature in discussion and viewing of his astrolabes, his armillary and a gnomon in the church of Santa Maria Novella, and his maps in the Palazzo Vecchio.
          The group will visit the Science History Museum and view several Galileo artifacts including two of his original telescopes and the objective lens of the telescope with which he discovered the Medicean moons of Jupiter. The nearby church of Santa Croce houses Galileo's tomb and memorial - opposite the tomb of Michelangelo. The group will ascend the hills in the south of Florence to visit Galileo's home in Arcetri and the nearby convent of San Matteo where his beloved daughter Suor Maria Celeste lived until her death in 1634. No city in the world surpasses Florence in artistic treasures, and time will be devoted to many in the Uffizi Gallery, and the Palazzo Medici, accompanied with discussion of the geometry of perspective drawing and the influence of the Galilean revolution in manneristic art.

For college teachers of: physics, astronomy, economics, history, art history, science history, mathematics, engineering, philosophy. Prerequisites: participants are urged to read a biography of Galileo and familiarize themselves with some aspects of Northern Italian Renaissance history. A recommended reading list will be provided for those who wish to explore in more depth before the trip.

Dr. Salisbury is a theoretical relativity physicist with special interest in the history of science. He has contributed frequently to the Austin College core course dealing with our scientific heritage, and has conducted January term courses on site in northern Italy on the Life and Times of Galileo. Dr. Settle is one of the world's leading Galileo scholars. Based now at the Florence History of Science Museum he has for many years explored and written about the deep Tuscan roots of modern science.

Course: 87

Science and Leonardo
RALPH DAVIS, Albion College
June 1-3, 2006 in Mid-town Manhattan, NYC
Apply: SBU

          "Nothing can be found in nature that is not part of science." Leonardo da Vinci's words remind us that history is a lens through which to look at both ourselves and our times. Artist, engineer, experimenter and arguably, the first scientist, Leonardo is a bridge from Aristotle, Vitruvius and the medieval thinkers to the full-blown scientific personages of Galileo and Newton. From his reflections on force, inertia, impetus, wave motion, the nature of light, vision, and the rules of perspective, and his exceptional illustrations of anatomical exploration and nature, to his "machines of mass destruction," camera obscura, flying machines, parachutes, water pumps, and optical devices, it is clear that he is a person of not only marvelous intellectual flexibility and originality, but a practical genius as well, able to build, model and test. By examining how science emerged from the shadow of the church in Leonardo's time, we will visit many of the issues that affect us today: how science negotiates politics, patronage, finance and religion. We will compare the Renaissance's intellectually nourishing atmosphere to our own scientific climate and evaluate the concept of a "golden age." Although his position in conventional histories of scientific discovery is open to discussion, there can be little doubt that he was one of the clearest examples of human genius. And whether it be Freud's imaginative psychoanalytical claims of Leonardo's sublimated sexual energies, or the conscription of Leonardo into the ranks of occult pulp fiction with Dan Brown's The da Vinci Code, or Bill Gates' purchase of the Codex Leicester for a staggering 36 million dollars, it can be seen that the image of the scientific hero is alive and well. Drawing on recent historical scholarship, the cognitive sciences and evolutionary psychology, we will examine this image, explore our envy of the Renaissance man, and reflect on the role of Leonardo in both his own time and ours - all the while gathering a rich assortment of historical facts, cultural perspectives, stories, anecdotes, analogies, and illustrations of a remarkable individual suitable for immediate classroom use in the sciences and other disciplines.

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

Ralph Davis has been a facilitator for a number of Chautauqua’s including The Creative Process in Science & Art, The Limits of Science, Paradox and Genius. He edited Leadership and Institutional Renewal and has taught philosophy at Albion College where he was Prentiss M. Brown Distinguished Honors Professor and directed the Basic Ideas interdisciplinary program, the Honors Program and chaired the Department of Philosophy.

Course: 88

The Portuguese Discoveries and its Scientific, Political, Religious and Artistic Impact
LUIS TINOCA, University of Lisbon and CARLOS OLIVEIRA, University of Texas at Austin
June 14-19, 2006 in Lisbon, Portugal
Apply: TXA

Note: Participants will be responsible for all costs and fees associated with transportation to and from Lisbon, lodging, and meals. There is a course fee of $100 payable to the Field Center that covers all entrance fees and tours. An estimation: lodging sharing a double (including breakfast) $600, other meals $250.

          During the 15th and 16th centuries Portugal created one of the vastest empires in the world. This period of development is usually referred to as the Portuguese discoveries. During that time Portuguese navigators achieved amazing feats such as the discovery of the American continent (Brazil in 1500 by Pedro Alvares de Cabral), the sea route from Europe to India (Vasco da Gama, 1498) and the first circumnavigation of the globe (Fernão de Magalhães, 1522). This was also a period of intense scientific revolutions fueled by this nautical enterprise. New navigational instruments were developed (such as the astrolabe, the quadrant and the cross-staff) and a new cartography of the skies was necessary with the crossing into the southern hemisphere. Implications are also present from the political relations established with the new trading partners (such as India and China), from the shock between different religions and on Portuguese art.
          The major goal of the course is to expose the participants to the scientific and historical revolutions that were centered in Portugal during the 15th and 16th centuries. The participants will gain knowledge of the scientific advancements of the era (particularly in the fields of physics, astronomy and geography). Participants will stay comfortable in the city’s main district and experience the effects of the discoveries on Portuguese culture and its relationship with 500 years of history. Another goal of the course is to give a broader image and explore the consequences of the Portuguese discoveries on Portuguese and World history.
          This course is in Lisbon, the capital of Portugal, and the perfect location to interact with a variety of places and artifacts representative of the Portuguese discoveries. On day one the group will fly into Lisbon and settle into their hotel and attend an evening orientation lecture. The next two days they will participate in seminars and activities during the morning, and in the afternoons they will visit historical places related to the discoveries such as: the Nautical Museum, the Jerónimos Monastery (Vasco da Gama; Infante D. Henrique, and Luis de Camões tombs), and the Portuguese Art History Museum. The following days will be dedicated to the exploration of the local culture and history with visits to Expo 98 and Sintra. During the course the group will have the chance to interact with several Portuguese scholars specialized in some of the fields impacted by the discoveries.
          We strongly encourage you to contact us for any questions (carlos.oliveira@mail.utexas.edu) and to visit the course website at https://webspace.utexas.edu/co252/Portugal2006.htm.

For college teachers of: physics, astronomy, history, science history, art history, architecture, engineering, sociology, philosophy, and other related social science fields. Prerequisites: participants are encouraged to have at least minimum knowledge of the Portuguese discoveries. While not essential, this will help to keep the discussions focused on the scientific and social implications. Dr. Luis Tinoca can recommend readings for those interested in learning more before the trip.

Dr. Tinoca is a science educator, currently with the Centro de Investigação em Educação at the University of Lisbon, after having completed his Ph.D. at the University of Texas. He has specialized in science teachers’ education, and is also interested in the history and philosophy of science. Carlos Oliveira is a doctoral candidate in science education at the University of Texas at Austin. He specialized in astronomy in the U.K. and he also has a background in management.

Course: 89

Eugenics Revisited
ELOF AXEL CARLSON, Stony Brook University
June 19-21, 2006 in Midtown Manhattan, New York City
Apply: SBU

          Eugenics was a world-wide movement popular I the first third of the twentieth century. Its roots trace back to antiquity with "unfit people" identified for transgressions against God. These unfit people later became associated with degeneracy theory ion the late eighteenth century and they were perceived as biologically unfit during the late two decades of the nineteenth century. Galton did not coin the term eugenics until 1883 and his primary concern was positive eugenics, the fostering of human evolution through breeding of the most talented and healthy individuals.
          Too often, eugenics is equated as indistinguishable from Nazi race hygiene. There was little legitimate genetics in race hygiene (an ideology driven by bigotry) but there was an attempt to in the eugenics movement of the USA and most industrial countries to justify eugenics as a genetically proven aspect of human heredity. We will explore the various views of historians that stress different aspects of the eugenics movement. Some see it as a conspiracy of the wealthy against the weak (Hugo Black) to establish a master race, some interpret it as largely a twentieth century phenomenon in which largely conservative elites looked down on their less fortunate citizens as a genetic blight (Daniel Kevles). Geneticists differed in their approach to eugenics. H.J. Muller, J.B.S. Haldane and J.S. Huxley favored a positive eugenics because they shared a nineteenth century view of socialist progress. Charles Davenport favored negative eugenics because he believed the unfit were corrupting the otherwise sound heredity of Americans.
          Human genetics was created after WW II and purged itself of eugenics. New technologies of prenatal diagnosis with elective abortion and reproductive services including donor insemination and blastomere assay have reintroduced the charges of science introducing eugenics "through a back door." Few in human genetics have tried to assess "our load of mutations" arising spontaneously and how they are eliminated in a civilized state. For many scientists the eugenic implications of human heredity are a taboo area. Participants should read at least two books on eugenics. Eugenics was an interdisciplinary movement and participants in this course are welcome from any academic background.

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

Dr. Carlson is emeritus Distinguished Teaching Professor at Stony Brook University. He is a geneticist and historian of science with ten published books, the most recent of which are The Unfit: A History of a Bad Idea (2001) and Mendel's Legacy: The Origin of Classical Genetics (2004).

Course: 90

Securing the Homeland/Developing Disaster Resilience
PAULA SCALINGI and LESTER PALDY, Stony Brook University
June 2-4, 2006 in Midtown Manhattan, NYC
Apply: SBU

          This intensive course will provide a basic understanding of the inter-related challenges and issues associated with developing the level of disaster resilience necessary to enable organizations, regions, states and nations prepare for and manage major disasters of all types—from natural causes, terrorism, human error and systems failure. The course will take a holistic approach, focusing on prevention, protection, deterrence, mitigation, response/recovery, and research and development needs. The course will highlight lessons learned from significant disasters and disruptions, as well as from recent regional infrastructure interdependencies exercises to illustrate and illuminate shortfalls and desired courses of action. The aim will be to highlight readiness gaps and explore existing and potential solutions and “best practices” that offer ways to address these needs. The course will conclude with in-depth discussion, facilitated by visiting practitioners and policymakers, on what college teachers and academic researchers can do to foster disaster resilience.
Specific topics covered will include:
· The importance of achieving cost-effective disaster resilience to deal with extreme disasters in an age of uncertainty—lessons learned from Hurricane Katrina other disasters and disruptions and from drills and exercises;
· The changing nature of the threat post-September 11 and the utility and limits of intelligence;
· The challenges to securing critical infrastructures in an interconnected world, including the need for, and impediments to, cross-sector cooperation and information sharing. (This segment will cover interests and security challenges facing utilities, financial services, hospitals and public health, telecommunications/communications, transportation (road, rail, air and maritime), manufacturing, agriculture, insurance, and other commercial and non-profit organizations):
· Understanding cyber security threats and challenges;
· Preparedness and disaster management requirements associated with weapons of mass destruction attacks—chemical, biological, radiological and improvised nuclear weapons;
· Response and recovery issues with particular focus on the difficulties posed by long-term restoration;
· Sorting out jurisdictional roles and missions, including the future role of the military in homeland security and management of extreme disasters;
· Public information coordination and role of the media in regional disasters.
· Looking to the future in an era of limited resources, increasing threats and technological complexity and dependency at:
· Actions now being undertaken by federal, state, and local officials to improve preparedness—what is working and where the problems remain;
· The need for global disaster resilience and its relationship to terrorism and U.S. foreign policy
· The impact on security of future technological developments, e.g., in information technology, the biosciences, and engineering, on academic institutions and university research

For college teachers and researchers of: all disciplines with an interest in Homeland Security, Critical Infrastructure Protection, Emergency Management, Business, Public Policy, and Science and Technology. Prerequisites: none.

Paula Scalingi, Ph.D., Co-Director of the Stony Brook University Forum on Global Security and President of The Scalingi Group, which assists government, utilities and other commercial and non-profit organizations in planning and training to address regional disasters, including the creation of public-private partnerships to foster disaster resilience. Dr. Scalingi is a former federal government official with long experience in national security and homeland security-related matters, including research and development. Lester Paldy is Distinguished Service Professor of Technology and Society at the State University of New York at Stony Brook where he teaches courses on global issues in the University Honors College.

Course: 91

Science and Social Justice
ALAN MCGOWAN, New School University
June 15-17, 2006 in Midtown Manhattan, NYC
Apply: SBU

          This course will focus on the various ways that science has been used, and misused, in the cause of social justice. In addition to the science itself, we will examine the lives of several scientists who have used their science as well as their prestige to further social causes in which they believed.
          Among the topics to be covered are: Eugenics, IQ, the environment, particularly in its early days, race and racism, and nuclear and security issues. Among the scientists we will examine are: Albert Einstein, Charles Drew, Stephen Jay Gould, Sidney Drell, Frank von Hippel, and Marie and Irene Curie. Students will study genetics, nuclear theory, and environmental science, in the course of the weekend's work.

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

Mr. McGowan is the Founder and President of the Gene Media Forum, a non-profit organization that focuses on providing information on all aspects of the genetic revolution to journalists. The Forum's purpose is to stimulate a wide debate on the ethical, social, and scientific aspects of genetics and related fields. He is also chair of the Science, Technology and Society Program at Eugene Lang College and of the science program in the University Undergraduate Liberal Studies program, both of New School University in New York City. He was President of the Scientists' Institute for Public Information for twenty years, a major bridge between the scientific community and the media. He has written extensively on science policy and public understanding of science issues.

Course: 92

The Birthplace and Early History of the Atomic Bomb
FERENC M. SZASZ, University of New Mexico and Other Speakers
October 5-7, 2006 in Albuquerque, NM
Apply: DAY

Note: This course is based in Albuquerque, NM. Applications should be sent to the DAY Field Center. This course has a participant fee of $195 (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 will explore the science, politics and geography behind the creation of the world's first atomic weapons via lectures and field trips. Although the top-secret Manhattan Project created installations all across the country, the community with the highest profile remained Los Alamos, NM. On those remote mesas, director J. Robert Oppenheimer led an international team of scientists and engineers to create the weapons that ended the Second World War. Although the Uranium weapon (Hiroshima) was never field tested before field combat use, scientists insisted on testing what became the Plutonium bomb (Nagasaki), and that test occurred at Trinity Site, NM on July 16, 1945. After the war Sandia National Laboratory became and still is an integral part of the nation's defense system.
          This three-day course will examine the origin and early saga of atomic weapons. It will consist of formal lectures on the first day, a trip to Los Alamos on the second day, and a visit to Trinity Site on the final day. Participants will explore the National Atomic Museum in Albuquerque and the Bradbury Science Museum in Los Alamos, as well as other atomic-related venues.

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

Dr. Szasz is Regents' Professor of History at the University of New Mexico and author of British Scientists and the Manhattan Project and The Day the Sun Rose Twice: The Story of the Trinity Site Nuclear Explosion, July 16, 1945. The other speakers are all specialists in early atomic history.

Course: 93

China Confronts New Security Issues
SU HAO, Foreign Affairs University, Beijing, People's Republic of China and BRETT MCCORMICK, Otterbein College
June 12-16, 2006 in Beijing, People's Republic of China
Apply: SBU

          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 Chinese perspective on emerging East Asian security issues of mutual interest to China, other Asian nations, and the United States. It is sponsored by the Center for International Security, Foreign Affairs University, located in Beijing, a branch of China's Ministry of Foreign Affairs responsible for the education of Chinese diplomats and others preparing for international careers. New topics will include:
• East Asian International Relations
• Regionalism and East Asian Security Cooperation
• Security Structures in the Asia-Pacific Region
• The Korean Nuclear Crisis and Prospects for its Resolution
• Territorial Disputes in East Asia
• South China Sea Issues and Implications
• Counterterrorism in East Asia
• Energy Security: New Threat or Opportunity for Cooperation?
• Marine Security and the Safety of Sea Lanes in East Asia
• Role of the U.S. in East Asian Security
          The five-day course will be held at the attractive Beijing campus of the Foreign Affairs University. Participants can reside in inexpensive housing in a modern campus residence for visiting foreign scholars. Presenters will be drawn from university departments and various civilian and military ministries, and participants have ample opportunity to engage in discussions. Applicants will receive information and advice on visa applications and other necessary travel arrangements. It is not difficult to travel to Beijing and discount air fares are often available on the web. Participants wishing to arrive early or stay later at the Foreign Affairs University in order to extend their visit to China may do so at very modest cost by making individual arrangements with the university. We estimate the cost of room, meals, cultural activities, airport transfers, etc. to be approximately $700.

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

Dr. Su is deputy director of East Asian Studies Center at the Foreign Affairs University in Beijing, 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. He has a broad background in China's foreign policy, strategic and security studies, and arms control and disarmament affairs. He will coordinate presentations by his colleagues and other officials. Dr. Brett McCormick is assistant professor of history and political science at Otterbein College where he is building a program in Asian Studies. His research interests include missile defense programs in the northern Pacific, cross-Taiwan Strait relations, and U.S.-DPRK policy.

Course: 94

Pakistan's Security Perspectives: An In-Country View
HAYAT KHAN, Rawalpindi College of Science and Technology and Iqra University, GULFARAZ AHMED, Executive Director, International Institute for Peace and Conflict Resolution, National University of Science and Technology (www.NUST.edu.pk), and LESTER PALDY, State University of New York at Stony Brook
June 19-23, 2006 in Islamabad, Pakistan
Apply: SBU

          This special short course in Islamabad will provide a rare opportunity to engage in direct discussions with Pakistani scholars, scientists, diplomats, ministerial, and military officials of security issues vital interest to both the U.S. and Pakistan. Topics will include Pakistani perspectives on:
•   U.S.-Pakistani Relations
•   Security Policies in the Post 9/11 World
•   Terrorism and Non-Traditional Security
•   Arms Control Treaties
•   Nuclear Deterrence
•   Nuclear Weapons Command and Control Doctrine
•   Nuclear Materials Control and the Need for International Technical Assistance
•   Plans for Peaceful Uses of Nuclear Energy and Energy Security
•   Scientific, Technological, and Military Cooperation with the U.S.
•   International Cooperation to Prevent Transnational Crime
•   Epidemic Disease and Food Security
•   Marine Security and Safety of Sea Lanes
•   International Scientific and Technical Cooperation
•   Scientific Tools for Governance, Trade, and Economic Security
•   U.S. Perceptions of Pakistan's Security
•   U.S.-Indian Strategic Partnership: Implications for Pakistan
•   Role of U.S. A.I.D. and NGOs in Pakistan's Development
•   U.S/ role in relief in earthquake affected areas
          The course will be held in Islamabad at the International Institute for Peace and Conflict Resolution under the auspices of the National University of Science and Technology. Participants will stay in a hotel or guest house with transportation provided to the course site. Optional tours will also be available. Costs for six nights lodging and meals will be approximately $600 with somewhat lower rates available for persons willing to share double rooms. The course may also have a fee of $150 to cover other program costs. All applicants should review the travel advisory web site of the U.S. State Department (http://state.gov/travel) for current warnings and other information regarding health precautions and travel to Pakistan.

Course coordinator Brigadier General (ret.) Hayat Khan, President of Rawalpindi College of Science and Technology, retired from the Pakistani Army after a career that included service as an official with international organizations involved in arms control and disarmament affairs. Dr. Gulfaraz received his Ph.D from Stanford University and has served as Federal Secretary, Member of the National Finance Commission, Member of the Board of Trustees of the Pakistan Science Foundation, Member of the Pakistan Nuclear Regulatory Board, Chairman and CEO of the National Electric Power Regulatory Authority, Chairman and CEO of the Oil and Gas Development Corporation and other senior bodies. Lester Paldy, distinguished service professor of technology and society at State University of New York at Stony Brook, has served on U.S. arms control delegations in Geneva and at the United Nations.

Course: 95

Social Movements and Globalization
JACKIE SMITH, University of Notre Dame
June 8-10, 2006 in Midtown Manhattan, New York City
Apply: SBU

          Global economic and political integration have important consequences for the practice of democracy in contemporary societies. These processes have also inspired popular mobilizations to both resist predominant models of market-dominated globalization and to generate support for alternative forms of globalization. The course explores the interactive relationships between global institutions, national politics, and citizen mobilizations. It provides a critical look at the United Nations and global financial institutions, familiarizing participants with current debates and issues in both the UN and global financial and trade areas. In particular, the course focuses on how global institutions shape national and local politics, and it looks at how people around the world have organized to shape globalization processes and the institutions that drive them. Research on the contemporary global mobilizations against trade and economic globalization as well as human rights and environmental movements will be discussed as part of a broader reflection on how globalization impacts democracy. The course will incorporate a guided tour of the United Nations and briefings by experts based on New York City.

For college teachers of: all disciplines, but especially social sciences. Prerequisites: none.

Dr. Smith is Associate Professor of Sociology and Peace Studies at the Joan B. Kroc Institute for International Peace Studies at the University of Notre Dame. Her forthcoming book, Changing the World: Social Movements in a Global System, explores how popular movements have shaped globalizing processes, offering an alternative to market-led globalization. She has co-edited three books on transnational social movements, including Coalitions Across Borders: Transnational Protest and the Neoliberal Order and Globalization and Resistance: Transnational Dimensions of Social Movements. Her recent research on global protests over trade and social justice issues has appeared in Mobilization: an International Journal, Social Forces, International Sociology, and Dissent. She teaches courses on global sociology, peace studies, social movements, and the United Nations.

Course: 96

Experimental Economics
DAVID LAIBSON, and ROBERT NEUGEBOREN, Harvard University
August 16-18, 2006 in Cambridge, MA
Apply: HAR

          Over the past several decades, experimental methods have made their way into the study and teaching of economics. Game theory has proven very useful in this context, providing a catalog of well-defined experiments that can be reproduced in laboratories and classrooms and shared among economists, psychologist, political scientists, and others.
          In the classroom, experiments can be a very effective way to help students gain insight into fundamental economic phenomena. Lecture and textbook presentations can be complemented by classroom exercises, in which students make decisions and interact. This can reduce skepticism and increase excitement about economic theory as well as expose interesting questions that invite interdisciplinary and creative thinking.
          In this short-course, we will play a series of games that demonstrate some phenomena of broad interest in the behavioral and social sciences including: prisoner's dilemma and public goods problems; coordination problems; bargaining and fairness; adverse selection; and the winner's curse. We will compare our own with published results and discuss what they tell us about actual human behavior as well as the theoretical models we use to study it.

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

David Laibson is Professor of Economics at Harvard University, where he teaches a course on psychology and economics. Robert Neugeboren is Lecturer on Social Studies at Harvard University, where he teaches a course on strategy, conflict, and cooperation.

Course: 97

An Introduction to LabVIEW and ELVIS
REX L. BERNEY and PETER E. POWERS, University of Dayton
May 15-17, 2006 in Dayton, OH
Apply: DAY

          In the last few years, LabVIEW has become a very popular software product for experiment design and interfacing in graduate and industrial laboratories. National Instruments (NI) recently introduced ELVIS (Educational Laboratory Virtual Instrumentation Suite), a custom-designed benchtop workstation and prototyping system, for training students in experiment design, instrumentation, electronics, and data acquisition.
          This course will assume no previous experience with LabVIEW or ELVIS. We will take a very hands-on approach to learning the basic operation and programming features of LabVIEW and ELVIS. As with Berney's earlier Chautauqua course, "Microcomputers as Laboratory Tools," many different applications will be presented. These include instruments which are interfaced through the NI ELVIS system, 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, instrumentation and electronics 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-five 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: 98

Just-In-Time Teaching: Blending Active Learning with Web Technology
GREGOR NOVAK, EVELYN T. PATTERSON, United States Air Force Academy, JAMES BENEDICT, James Madison University, and KATHLEEN MARRS, Indiana University Purdue University Indianapolis
June 8-10, 2006 in Harrisonburg,VA
Apply: SBU

          Just-in-Time Teaching is presently used in over 200 science and humanities courses at 100+ institutions. The JiTT pedagogy 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 JiTT community has been awarded several NSF grants, including substantial funding for a three year project to develop a digital library of JiTT resources. For more on JiTTDL please visit www.jittdl.org. 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. The workshop will include a substantial assessment component and an introduction to scholarly activity based on JiTT in the classroom. Examples of research projects and scholarly publications by JiTT faculty will be discussed.
          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 about JiTT please visit the JiTT website http://www.jitt.org. The workshop homepage will be at http://134.68.135.1/chautauqua2006/.

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

Dr. Novak (gnovak@iupui.edu) is currently Distinguished Scholar in Residence 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 twelve years. He is the co-author of the JiTT book: Just-in-Time Teaching: Blending Active Learning with Web Pedagogy, Prentice Hall (1999.) Dr. Novak has received several teaching awards, including the 2005 New York Academy of Sciences Willard Jacobson Education Award and the 1998 Chancellor’s Award for Excellence in Teaching at IUPUI. Dr. Benedict is a Professor of Psychology at James Madison University where he has taught for over 20 years. He received his PhD and MS degrees in biopsychology at the University of Massachusetts at Amherst and his BA degree at Oberlin College. Computers have been part of his teaching for many years. He has written several computer packages for use in instruction including a simple data analysis and problem solver for use in statistics, and a widely-used computer simulation of Pavlovian Conditioning. He is interested in the scholarship of teaching and is studying two related topics: understanding how master teachers teach, and understanding how the internet can facilitate student learning and involvement in traditional classrooms. Dr. Middendorf (middendo@indiana.edu) is co-director of the Freshman Learning Project and Associate Director of Campus Instructional Consulting at Indiana University. She has led workshops on teaching in the United States, South Africa, and the United Kingdom, and published numerous books and articles on teaching and learning, most recently "Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking," which she co-edited with David Pace. Her current efforts focus getting faculty started on the Scholarship of Teaching and Learning, and in particular assessing the results of the Just-in-Time Teaching approach. Dr. Patterson (Evelyn.Patterson@usafa.af.mil ) is Professor of Physics and Assistant Dean 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. 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. Marrs is an Associate Professor at IUPUI, doing research in the area of 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.

Course: 99

Towards Developing Interactive Multimedia Materials for the Classroom I and II
DON LEWIS MILLARD, Rensselaer Polytechnic Institute
(A) July 19-21, 2006
(B) July 24-26, 2006
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. The basic workshop will explore aspects of multimedia conceptualization, authoring, and programming through a hands-on, project-oriented format using commercially available products from Adobe/Macromedia (Director/Flash) in state-of-the-art studio facilities on Rensselaer's campus. This advanced course will continue the exploration through the introduction of Flash and further examine how the two programs can be combined to produce interactive animations, 3D visualizations and web-based quizzes that are driven from text and html.
          This workshop assumes some experience with multimedia authoring tools and media development and that the participants have very good computer skills. It focuses on providing the participants with 1) a set of source code resources that one can use to produce multimedia, 2) an understanding of how you can generate interactivity of your own and 3) a sample template of how these materials can be effectively integrated into your courses. The first day will review the authoring programs and development tools. The second day deals with developing material and will engage the attendees in an exercise to develop course materials using the tools. The third day will allow attendees to continue their materials development with provide one-on-one support. The course will incorporate 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. The workshop will end with a sharing of the developments and programming techniques.

For college teachers of: all disciplines. Prerequisites: two years of teaching, some exposure to multimedia development tools, along with good computer skills.

Dr. Don Lewis Millard is the director of the Academy of Electronic Media (http://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: 100

Introduction to Visual Basic.NET Programming
JUDITH L. GERSTING, University of Hawaii at Hilo
June 15-17, 2006 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: 101

Introductory Level Programming with Objects Early (Tentative Title)
JOSEPH E. LANG, University of Dayton
May 18-20, 2006 in Dayton, OH
Apply: DAY

          Controversy has swirled around object-oriented programming ever since it appeared as a new and different programming technique. Like "structured programming" before it, it was viewed as either an important simplification for programmers or a step in the wrong direction. Now, the introduction of somewhat simpler object-oriented programming languages such as Java has brought the controversy to introductory level programming classes and to the production of software for practical purposes.
          If the object-oriented approach is taught in introductory level classes, how should it be taught? Should objects be taught right away (objects early/objects first) or should these concepts be put in more advanced courses?
          If someone decides to write a program, should it be written using the object-oriented approach? If so, will the program be easier or harder to write? What are the advantages and disadvantages of this approach for the practical programmer? Is the previous approach obsolete?
          This course will attempt to answer these questions. It is designed for teachers and users of object-oriented languages such as Java. It will concentrate on more complex object-oriented concepts such as:
• code smells
• refactoring
• design patterns
as well as the more common concepts of
• inheritance
• polymorphism
          These concepts will be discussed in the context of relatively simple, easy to understand, examples and exercises written in Java.
          The purpose of this course is to give participants enough background in the concepts so that they can make informed decisions regarding object-oriented programming, whether these decisions involve introductory programming courses or the production of practical software.
          In addition to lectures, participants will have the opportunity for "hands-on" experience with these topics.

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

Dr. Lang is Associate Professor of Computer Science at the University of Dayton. He holds a doctorate in physics from the University of Illinois at Urbana-Champaign and a masters degree in computer science from Wright State University. He has been involved in physics and computer science teaching for over 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: 102

Using Access, SQL Server, SQL, and XML in Your Database Course
JOHN M. GERSTING, University of Hawaii at Hilo
June 15-17, 2006 in Dayton, OH
Apply: DAY

          A database is used to store information. Microsoft Access and SQL Server store data in the form of a relational database. The question is: How to get data, both metadata (structure of the tables) and user data (user supplied data values) into and out of these systems.
          The underlying database engines (e.g, Access Jet, and MSDE – Microsoft Data / Desktop Engine) perform the basic data manipulation in a command-driven mode (e.g., SQL – Structured Query Language – commands). Many productivity tools, such as the Access development environment and SQL Server tools such as Query Analyzer and Enterprise Manager, surround the database engines. These tools are extremely helpful in constructing and testing databases. However, in many cases the completed database will be accessed by an application written in a programming language, e.g., C#, VB.NET, ASP.NET.
          This course will examine database systems, the productivity environments, the languages of communication, SQL (generally people to database) and XML (Extensible Markup Language – generally database to database), and techniques for accessing SQL Server and Access databases using the Visual Studio.NET environment and the .NET framework.

For college teachers of: any discipline. Prerequisites: familiarity with relational database concepts and programming experience in an event driven language. Hands-on course exercises will use Microsoft Access, SQL Server, and Visual Studio.NET, e.g., C# or VB.NET.

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 programming languages. He has been a C# and Visual Basic developer for several years.

Course: 103

Advanced Java Programming Language
JOSEPH E. LANG, University of Dayton
May 22-24, 2006 in Dayton, OH
Apply: DAY

          This course is an advanced course on the Java programming language that assumes the participant has had sufficient grounding in the fundamentals of Java. Java has become popular because it supports many advanced concepts such as concurrency, networking, graphics, web pages, etc. Previous Chautauqua participants wanted a number of these advanced features discussed. In this course we will cover as many of those advanced topics as time allows:
• threads
• sockets
• windows
• applets
• graphics
• and other advanced topics
          In addition to 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 an introductory Java course or similar experience.

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 over 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: 104

Hands-On Networking
WAYNE C. SUMMERS, Columbus State University and REX L. BERNEY, University of Dayton
May 18-20, 2006 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 Internet works 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. He has served as the Course Director for over twenty Chautauqua courses. 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-six years of university teaching have been spent overseas working with faculty and students in developing countries to introduce modern electronics and microcomputer interfacing.

Course: 105

Introduction to Computer and Network Security
WAYNE C. SUMMERS, Columbus State University
May 22-24, 2006 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. Experience with networks is recommended.

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. He has served as the Course Director for over twenty Chautauqua courses. 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.