University of Washington

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.