Course Descriptions

Teaching Creative Thinking to Enhance Critical Thinking
SIDNEY J. PARNES, Buffalo State University, Creative Problem Solving Institute and BEATRICE PARNES, San Diego College
June 12-14, 2003 in Memphis, TN
Apply: CBU

          Undergraduate students who will become professional physical or social scientists, engineers, mathematicians or teachers must learn how to actualize goals, visions and dreams into reality. In this short course, instructors of these students learn and practice strategies to train their students to do this by using creative and critical thinking skills. Participants will be guided in preparing plans for helping students attain a creative outlook as they develop and use more of their thinking abilities.
          The course focuses on opportunity-making with respect to wishes and desires of individuals, their organizations, and the society in which they live. It helps participants uncover productive new ways to view, define and approach challenges, desires, or dilemmas in order to achieve effective implementable resolutions.
          Too often a problem solver examines what exists and chooses the least of available evils without much satisfaction. Ultimately the Osborn/Parnes model results in creative decision-making in which one speculates on what "might be, " then chooses and develops the best alternative with satisfaction.
          Participants will be introduced to creative/innovative processes that have been applied successfully in every academic discipline. These processes have also been applied by business executives desiring more creativity and innovation from their managers and employees. The short course provides participants the opportunity to experience the processes themselves and this helps enable them to effectively integrate these methods into their courses.
          Participants will learn a new version of the Osborn/Parnes model. Many other proven techniques for stimulating both imagination and judgment are incorporated eclectically within the Osborn/Parnes model. The principles and processes presented have been derived from more than fifty years of research and practice in improving both imagination and judgment.

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

Dr. Parnes is Professor Emeritus and Founding Director of the Center for Studies of Creativity and its Master of Science degree program in Creative Studies at Buffalo State University College. The College presented its first "President's Award for Excellence" to Dr. Parnes in recognition of his outstanding contributions in research, scholarship and creativity. His latest book (1997) is entitled OPTIMIZE The Magic of your Mind. It will be provided to each participant. Among a number of his other books on creativity are Visioning: State-of-the-Art Processes for Encouraging Innovative Excellence (1988) and Source Book For Creative Problem-Solving (1992). The Source Book is a 50 year anthology of creative problem-solving techniques and processes. Dr. Parnes is a Lifetime Trustee on the Board of the Creative Education Foundation, which presented him its highest award for "Outstanding Creative Achievement" in 1990. He also serves on the Foundations Advisory Board of the Journal of Creative Behavior. Beatrice Parnes will assist with group dynamics. She has devoted 30 years to facilitating creative problem-solving programs and visionizing programs for adults. She is with San Diego College and has taught in special education creative approaches to learning, using methods in her co-authored book Success Oriented Instruction.

Changing Science Courses to Promote Critical Thinking
CRAIG E. NELSON, Indiana University
March 24-26, 2003 in Orlando, FL
Apply: DAY

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

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

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

Dr. Nelson is an evolutionary ecologist at Indiana University who has won major awards for his teaching of evolution and has been named a Carnegie Scholar for 2000-01 by the Carnegie Foundation. He also has participated in several debates with scientific creationists. He has been an invited participant at major sessions on evolution and belief, including those at meetings of the American Association for the Advancement of Science, the National Association of Biology Teachers, and the Society for the Study of Evolution. He wrote Creation, Evolution, or Both? A Multiple Model Approach, published by the American Association for the Advancement of Science in Science and Creation, R. W. Hanson, (ed.) in 1986 (reissued in 1999). His most recent relevant chapter, Effective Strategies for Teaching Evolution and Other Controversial Subjects was published in 2000 in The Creation Controversy and the Science Classroom by the National Science Teachers Association. (Both chapters will be distributed during the course). Critical Thinking has also been a central component in the other Chautauqua Short Courses he has offered recently. In recognition of Nelson's contributions to the improvement of undergraduate teaching, the Carnegie Foundation for the Advancement of Teaching honored him as its U.S. Research and Doctoral Universities Professor of the Year 2000.

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

          Calibrated Peer ReviewTM (CPR), a new, discipline independent, instructional (Web-based) management tool enables an instructor to make frequent writing assignments that probe student understanding of concepts without increasing the instructor's "grading" load. In CPR assignments, students "write-to-learn." CPR instructors can choose materials from the growing library of field-tested CPR assignments in chemistry, biology, and economics, or they can create their own assignments. In a CPR assignment, students write short essays on a specific topic. Guiding questions focus both the direction that students should take in organizing their thoughts for the essay and encourage critical thinking about the topic. After electronic submission of the essays, the students review "calibration" essays that are exemplary, contain misconceptions, or include common errors. When students demonstrate they are competent reviewers, they review three anonymous essays written by their peers and finally their own essays. To launch a "CPR assignment," an instructor selects an assignment, creates a class list, and sets the due dates for essay submission and assignment completion. At the workshops, participants will: Experience an actual "CPR assignment," taking one as a student, Learn how to "launch" and monitor an assignment, Learn how to assess the rich set of feedback information on group or individual student progress and performance that is available at a "click of a mouse." Learn how to become proficient in developing new and creative CPR.

For college teachers of: undergraduate science, math, technology and social science courses, graduate students interested in an eventual teaching career. High school teachers are also welcome on a space available basis. Prerequisites: none, but potential proposers of NSF CCLI grants in any science area are encouraged to attend this workshop. To use CPR assignments at an institution, students will need to have regular access to computers with Internet capability. More information may be obtained from the Calibrated Peer Review web page: http://cpr.moisci.ucla.edu.

Dr. Russell, a Senior Lecturer at UCLA in both the Department of Chemistry and Biochemistry and in the Department of Education, is a co-developer of the Calibrated ReviewTM (CPR) program, a product of the Molecular Science Project, an NSF systemic reform initiative.

Engaging Students in Learning Science and Mathematics-The Process Workshop Classroom
DAVID HANSON AND TROY WOLFSKILL, State University of New York at Stony Brook
June 12-14, 2003 in Stony Brook, Long Island, NY
Apply: SUSB
July 31-August 2, 2003 in Memphis, TN
Apply: CBU

Note:  For the offering at SUSB, low cost housing is available on the Stony Brook Campus. For the offering at CBU housing is available on the CBU Campus.

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

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

Dr. Hanson is a Professor of Chemistry at the State University of New York at Stony Brook. He is an established research scientist with over 125 publications, has served as Chair of the Department, and currently is Chair of Stony Brook's Learning Communities Program. He graduated from Dartmouth College and received a Ph.D. from the California Institute of Technology. Dr. Wolfskill is a Lecturer in the Department of Chemistry and an Education Specialist in Stony Brook's Center for Excellence in Learning and Teaching. He has taught at the college level, developed process-oriented cooperative learning activities for general chemistry and summer enrichment programs for minority and disadvantaged students, and currently is developing a computer-based learning system, LUCID (Learning and Understanding through Computer-based Interactive Discovery). He graduated from Albright College and received a Ph.D. from the University of Virginia.

Cognition and Teaching: Part 1
RUTH S. DAY, Duke University
May 7-9, 2003 in Durham, NC
Apply: TUCC

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

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

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

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

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

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

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

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

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

          With the current national emphasis on assessment, many faculty feel the need to understand and employ effective assessment of student learning and of their own classroom teaching. Classroom assessment techniques (CATs) are very well suited to meet this need. CATs are ungraded, anonymous feedback instruments used to evaluate and improve both student learning and faculty instruction.
          This course will focus on discussion and hands-on assessment opportunities. Initially, participants will review the rationale for classroom research and assessment. After completing a teaching goals inventory, they will examine, practice, and evaluate specific CATs, with an eye to adaptation in their own courses. Participants will present a fifteen minute lecture on any subject to the class and will practice a variety of assessment techniques.
          At the simplest level, CATs are used to discover how well students have learned what teachers want them to learn on a given day. After examining the results, teachers can modify instruction accordingly. For example, a teacher solicits from each student an anonymous written response to the question, "What is the most important thing you've learned today?" Reviewing the results provides the teacher with reactions to two (at least) important questions: How well did the students learn what the teacher thinks is "the most important thing" taught today? What clues for improving instruction in this specific class are contained in the responses?
          On a more complex level, CATs are context-dependent, interactive, multiple-focused, formative, largely qualitative assessments. They are "conversational" rather than "standardized," "personal" rather than "disengaged." Participants will work from Classroom Assessment Techniques, by Thomas A. Angelo and K. Patricia Cross.

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

Dr. Stratton is an Instructor in Philosophy and Humanities Division Chair at Walla Walla Community College in Washington State. Dr. Stratton has given presentations in Classroom Assessment Techniques at several Outcomes Assessment Conferences and Abilities Institutes in Washington. He presented CATs workshops at the National Institute for Staff and Organizational Development at the University of Texas (NISOD) in 1997 and 1998. He was awarded the NISOD Excellence Award for teaching in 1998, and the Exemplary Status Award from the Washington State Community College Humanities Association in 1997. Dr. Stratton has led a number of workshops for college faculty in outcomes assessment with an emphasis on critical thinking. He is the author of Critical Thinking for College Students (Rowman and Littlefield, 1999).

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

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

For college teachers of: all disciplines Prerequisites: none.

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

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

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

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

Dr. Wynn is Professor of Chemistry at Eastern Connecticut State University. He is listed in the National Directory of Science Literacy Consultants of the Society for College Science Teachers. Dr. Wiggins is Professor of Physics and Department Head of Physical Sciences at Oakland Community College in Michigan. He is co-author with Dr. Wynn of The Five Biggest Ideas in Science, Quantum Leaps in the Wrong Direction: Where Real Science Ends and Pseudoscience Begins, and The Five Biggest Unsolved Problems in Science (Spring 2003).

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

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

For college teachers of: all disciplines Prerequisites: none.

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

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

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

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

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

Training Students in Team Work: Project Management, Personal Effectiveness and Interpersonal Effectiveness
DAVID I. BIGIO, University of Maryland
June 22-24, 2003 in Memphis, TN
Apply: CBU

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

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

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

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

          The Workshop Project has developed a model of Peer-Led Team Learning (PLTL) that has been tested and successfully implemented in chemistry, biology, physics and mathematics courses at a wide variety of institutions. The PLTL model is robust and can be adapted to and implemented in a variety of teaching situations. The course will address the needs of all disciplines of science and mathematics in beginning a PLTL program.
          The PLTL model actively engages students in the learning process by having them solve carefully structured problems in small groups under the direction of a trained peer leader. Peer-led workshops are an effective way to engage large numbers of students with course material and each other. Improved performance and retention, development of communication and team skills, higher motivation and course satisfaction, and increased interest in pursuing further study in science are among the benefits of the PLTL approach.
          The purpose of this course is to introduce the theoretical and practical elements of the PLTL model and prepare participants to implement PLTL programs in biology, chemistry, mathematics, and physics. In addition, the course will provide a Workshop experience and will give participants an opportunity to develop Workshop materials. Students who have served as peer leaders will be actively involved in the course and will discuss their experiences with the PLTL model. Recruiting and training of peer leaders will also be discussed as will faculty roles and responsibilities and issues surrounding the implementation and institutionalization of PLTL. Participants will be provided a guide for the implementation of workshops, a handbook for workshop leaders, and workshop materials for chemistry, biology, and physics. We encourage faculty members to assemble a team, which includes a learning specialist and a potential student leader, to participate in this course.

For college teachers of: physical and biological sciences and mathematics at two and four year colleges and universities, graduate students in the sciences interested in an eventual teaching career. Prerequisites: none.

Dr. Varma-Nelson is a Professor of Chemistry and Chair of Chemistry, Physics & Earth Science at Northeastern Illinois University Chicago. She teaches organic, biochemistry, and chemistry for the allied health professions. She has been associated with the Workshop Chemistry Project since 1995 and has introduced workshops in Organic Chemistry and Principles of Organic and Biological Chemistry for the Allied Health Professional. She is co-author of a number of PLTL publications and the program officer for the WPA Program (small grants to facilitate implementation) in chemistry. Dr. Cracolice is an Associate Professor of Chemistry and the Director of the Center for Teaching Excellence at the University of Montana. He teaches introductory chemistry, general chemistry, and graduate courses in chemical education. He received a NSF adapt-and- adopt grant for Workshop Chemistry and is the co-author of a number of PLTL publications.

Mechatronic System Design: Integrating Mechanical, Electrical, Control, and Computer Engineering
KEVIN C. CRAIG, Rensselaer Polytechnic Institute
July 16-18, 2003 in Troy, NY
Apply: RPI

          Today, cost-effective electronics, microcomputers, and digital signal processors have brought space-age technology to appliances and consumer products. Systems with hearts of precision sensors and actuators have increased performance by orders of magnitude over what was once possible. What sets these new, highly reliable, cost-effective, high-performance systems and devices apart from those of the past? Is it more than just technological advancement? There are many designs where electronics and control are combined with mechanical components, but with little synergy and poor integration they become just a marginally useful, error-prone, expensive conglomeration. Synergism and integration in design set a mechatronic system apart from a traditional, multidisciplinary system.
          Mechatronics is the synergistic combination of mechanical engineering, electronics, control systems, and computers. The key element in mechatronics is the integration of these areas through the design process. In order to design and build quality precision consumer products in a timely manner, the present-day engineer must be knowledgeable (both analytically and practically) in many different areas. The ability to design and implement analog and digital control systems, with their associated analog and digital sensors, actuators, and electronics, is an essential skill of every engineer, as everything today needs controls!
          In this two-day short course, the subject of mechatronics will be introduced through hardware demonstrations and complete dynamic system investigation case studies. Hardware systems that will be used include:
  ·  Spring Pendulum Dynamic System
  ·  Two-Mass, Three- Spring Motor-Driven Dynamic System
  ·  Magnetic Levitation System
  ·  Pneumatic Actuator PWM Closed-Loop Position Control
  ·  DC Motor Closed-Loop Analog and Digital Speed Control
  ·  Hydraulically-Balanced Beam System
  ·  Rotary Inverted Pendulum System

For college teachers of: any engineering discipline, particularly suited for mechanical, electrical and computer engineering. Prerequisites: none.

Dr. Craig teaches and performs research in the areas of mechatronic system design, control systems, modeling, dynamics, and the study of active materials and their application in design. He has developed the Mechatronics Program at Rensselaer which includes an extensive teaching and research laboratory, two senior-elective/1st-year graduate courses, Mechatronics and Mechatronic System Design, and the graduate course Sensors and Actuators in Mechatronics.Over the past several years, he has conducted hands-on, integrated, customized, mechatronics workshops for practicing engineers at Xerox, Pitney Bowes, Dana Corp., Procter & Gamble, NASA Kennedy Space Center, U.S. Army ARDEC, and for the ASME Professional Development Program. Since coming to Rensselaer in 1989, he has graduated 23 M.S. students and 15 Ph.D. students. He currently advises 2 full-time M.S. students and 3 full-time Ph.D. students. He is the author of over 20 refereed journal articles and over 50 conference papers. Emphasis in all his research is on a balance between modeling/analysis/simulation and hardware verification/implementation.

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

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

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

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

Nanotechnology and Nanostructured Materials and Devices
R. W. SIEGEL, P. M. AJAYAN, J. DORDICK, P. KEBLINSKI, L. S. SCHADLER, AND M. SHUR, Rensselaer Polytechnic Institute
June 23-24, 2003 in Troy, NY
Apply: RPI

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

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

Dr. Siegel is past Chairman of the International Committee on Nanostructured Materials and chaired the WTEC worldwide study on nanostructure science and technology that led to the National Nanotechnology Initiative. He has authored about 200 publications in the areas of defects in metals, diffusion, and nanophase metals, ceramics and composites, presented more than 330 invited lectures worldwide, and edited nine books on these subjects. He was listed by Science Watch as the fourth most highly cited author worldwide in materials science during 1990-1994. He is an Associate Editor of Materials Letters and was a founding Editor of Nanostructured Materials. Dr. Siegel is a founder and Director of Nanophase Technologies Corporation, and his early work with them was recognized by a 1991 Federal Laboratory Consortium Award for Excellence in Technology Transfer. He is an Honorary Member of the Materials Research Societies of India and Japan, a 1994 recipient of an Alexander von Humboldt Foundation Senior Research Award in Germany, and presented the 1996 MacDonald Lecture in Canada. Dr. Shur is Patricia and Sheldon Roberts Professor of Solid State Electronics, Professor of Physics, Professor of Information Technology, and Acting Director of the Center for Integrated Electronics and Electronics Manufacturing at RPI. He is an expert in microelectronics and nanoelectronics devices design, modeling, simulation, and characterization. Jointly with Professor Eastman, he introduced a concept of ballistic transport. He was one of the inventors of complementary compound semiconductor technology used in wireless applications. Dr. Shur has published technical papers and books, won several awards, and holds over 25 patents on solid-state devices. Dr. Dordick is Chair of the Department of Chemical Engineering where he is also the Howard P. Isermann Professor of Biochemical Engineering. He received the NSF Presidential Young Investigator Award in 1989, the 1989 University of Iowa Faculty Scholars Award, and the 1998 Iowa Section Award of the American Chemical Society. Presently he serves on the Scientific Advisory Boards for several biotechnology companies. He has published over 130 papers and is an inventor/co-inventor on 20 patents. Dr. Schadler is an Associate Professor in the Materials Science and Engineering Department at Rensselaer Polytechnic Institute. She received a NSF National Investigator Award (1994) and ASM Bradley Staughton Award for Excellence in Teaching (1997). Her research interests primarily are in the mechanical behavior of traditional polymer composites and nanocomposites. She has co-written and published several papers, and has won numerous outstanding honors and awards of excellence. Dr. Keblinski was a recipient of an Alexander von Humboldt Fellowship. Professor Keblinski is an author or co-author of 40 scientific articles on topics ranging from mesoscopic-level modeling of vapor deposition and phase separation to atomic-level structure and property relationships, computer simulations of metals, covalent materials and ceramics. Dr. Ajayan is an Associate Professor of Materials Science and Engineering at Rensselaer Polytechnic Institute and is a pioneer in the field of carbon nanotubes. He has worked on the synthesis, characterization and modification of nanotubes for almost a decade and has published over 100 papers in this field. He is also an expert in electron microscopy techniques.

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

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

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

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

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

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

For college teachers of undergraduate science, math, technology and social science courses, and graduate students interested in an eventual teaching career. High school teachers are also welcome on a space available basis. Prerequisites: none required, but some of the discussion will cover basic physics applied to flight.

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

Increasing the Retention of Under-Represented Groups—And the Learning of All Groups—In Science, Mathematics, Engineering and Technology Courses
CRAIG E. NELSON, Indiana University and ROBERT GROSSMAN, Kalamazoo College
May 28-30, 2003 in Dayton, OH
Apply: DAY

          This course will make your semester. If you are one of the minuscule minority of science, mathematics, engineering and technology (SMET) professors whose classrooms are really free of discrimination, you will go away feeling deeply affirmed (and will have been a resource of immense help to the rest of us). If not, you will go away with clearer ideas as to how bias is unintentionally built into (virtually) every SMET professor's classroom practices and content (yes, even into the content). More importantly, you will have some strategies to make your classes fairer without sacrificing learning. Indeed, several of the procedures radically increase learning.
          Specifically, we will explore opportunity and bias in our classroom practices. Key questions and examples will include: How has calculus been taught so as to eliminate Fs without sacrificing content? How have D and F rates for African-Americans been reduced from 60% to 4% in some SMET courses, again without sacrificing content? What changes in pedagogy are most important in radically increasing learning? How can the development of more sophisticated modes of thinking be used to make our address to diversity more effective? And: How do assessment and grading practices often unfairly bias SMET courses? As time allows, we will experiment with some additional questions and examples that may help us learn to see both opportunity and bias in aspects of content such as word-choice, metaphors, and questions asked and not asked. Brief development of these ideas and examples will help the participants provide additional examples, discuss applicability to their own teaching, and design specific ways to implement these approaches.

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

Dr. Nelson is a Professor of Biology at Indiana University, where he has been since 1966. He was named a Carnegie Scholar for 2000-01 by the Carnegie Foundation and has received several major teaching awards from IU as well as nationally competitive awards from Vanderbilt and Northwestern universities. He has been a Sigma Xi National Lecturer, an honor that emphasized his scholarship on college pedagogy, and has directed Chautauqua Short Courses on fostering critical thinking in science for many years. He has been invited to present workshops on dealing with diversity at major meetings on college teaching both in the US and in the United Kingdom. His 1996 article from the American Behavioral Scientist (Student Diversity Requires Different Approaches To College Teaching, Even In Math And Science) will be distributed in the course. Recently, in recognition of his contributions to the improvement of undergraduate teaching, the Carnegie Foundation for the Advancement of Teaching honored him as its US Research and Doctoral Universities Professor of the Year 2000. Dr. Grossman is a Professor of Psychology at Kalamazoo College who has been using case studies and other cooperative learning techniques in his college teaching for the past thirty years. His speciality in psychology is in the clinical area though his doctoral research was in physiological-experimental psychology at Michigan State University. He did his post-doctoral clinical internship at the University of Pennsylvania's Center for Cognitive Therapy in a program supervised by Aaron Beck, M.D. In 1993-94 he did a sabbatical leave with Craig Nelson studying innovations in college science teaching.

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

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

For college teachers of: all disciplines. Prerequisites: none

Dr. Didion has been Executive Director of the Association for Women in Science. She is a frequent speaker on issues important to women in science and writes the bimonthly column Women In Science for the Journal of College Science Teaching. Currently she is chair of the Environment and Science Task Forces for the Coalition for Women's Appointments. As one of the official representatives for AWIS to the U.N., she headed the delegation to the Fourth World Conference on Women in Beijing, and she co-chaired the first science and technology caucus at a U.N. women's conference. Dr. Stith is the Vice President of Physics Resources for the American Institute of Physics. A physics education researcher, his primary interests are in Program Evaluation and Teacher Preparation and Enhancement. He was formerly a Professor of Physics at The Ohio State University and spent 21 years on the faculty of the United States Military Academy at West Point. He has also been a visiting Associate Professor at the United Air Force Academy, a Visiting Scientist at the Lawrence Livermore National Laboratory, a Visiting Scientist at the University of Washington, and an Associate Engineer at the Radio Cooperation of America. He is a past president of the American Association of Physics Teachers, a Fellow of the American Association for the Advancement of Science, a Fellow of the American Physical Society, a Chartered Fellow of the National Society of Black Physicists, and a member of the Ohio Academy of Science.

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

          This course will address the use of the software Mathematica in the science classroom emphasizing graphical presentation techniques. More than just a tool for teaching mathematics, Mathematica is a complete scientific computing environment with applications available in a broad range of disciplines, including pure and applied math, physics, chemistry, astronomy, economics, statistics, computer science, and the biological and social sciences. In this course we will address the basic design philosophy of Mathematica and conduct a survey of its many uses, including but not limited to technical problem solving, programming, and document preparation and presentation.
          This course will have segments that will appeal to a wide array of prior Mathematica knowledge. Initial sessions will address a series of usage and programming techniques. Sub-sequently, participants will receive hands-on experience with various discipline specific add-on packages and with the publicly available material from MathSource, the Mathematica notebook repository. We will also survey current classroom and teaching laboratory uses of Mathematica.

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

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

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

          Question to typical college graduate majoring in the liberal arts: You graduated from college 15 years ago. What was the final mathematics course you took? Former student: Pre-calculus.
Interviewer: What was your final literature course? Former student: Pre-Shakespeare.
          Students study the best paintings, the most glorious music, the most influential philosophy, and the greatest literature of all time. Mathematics can compete on that elevated playing field, but we must offer all students our grandest and most intriguing ideas. Infinity, fractals, and the fourth dimension; topology, cryptography, and duality--these ideas and many more can compete well with any other subject for depth and fascination. In addition, the powerful methods of analysis that generated these fabulous ideas can enrich every student's ability to think. Unfortunately, instead of grappling with culturally significant high points of mathematics, students are often asked to struggle up the first few rungs of a long ladder they will never climb. We should abandon educational strategies that lead to dead ends. Mathematicians have a great story to tell and that story could and should be an important part of the education of all students. Participants in this short course will develop effective ways of presenting intriguing, deep ideas in mathematics to all students and the general public.

For college teachers of: mathematics. Prerequisites: none.

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

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

Note:  Cosponsored by the Institute for Advanced Study/Park City Mathematics Institute (PCMI). Application forms are available at the PCMI web site http://www.ias.edu/parkcity or by contacting the PCMI office: pcmi@math.ias.edu; (800)726-4427 or (609)734-8025. Applications will be processed beginning February 15, 2003. Those unable to meet that deadline should contact the PCMI office directly.

          Harmonic analysis and partial differential equations arise naturally in the applications of mathematics to physical problems such as the oscillation of a drumhead, the conduction of heat in a metal bar, or the shape of a fluid droplet. Consequently the subject is often taught both as a service course to other disciplines (notably Engineering and Physics) and as a first course applying analysis to physically inspired problems for our own majors. One of the major obstacles in the teaching of this course is relating the tedious algebraic manipulation of infinite sums of eigenfunctions to the visualization of the underlying phenomena. However, the course provides an ideal opportunity for kindling students curiosity about areas of active research in mathematics and its applications.
          In this program we will address these issues in two separate threads:
1) Effective methods for incorporating technology into the undergraduate curriculum, and
2) Strategies for involving students in an undergraduate research program.
          We will also use these threads for addressing the complementary roles of the classical lecture style and the modern trend toward small group work as effective methods of teaching.
          In the first thread we will address strategies for incorporating technology in the course (in particular MAPLE), with the goal of helping students obtain a more physical and visual grasp of the material. This portion of the course will be closer to a traditional lecture format (with some computer lab components). We will cover the derivation of some basic PDEs (Heat equation, Wave equation, Laplace's equation),the method of separation of variables, eigenfunction expansions, Sturm-Liouville problems and special functions (in particular Bessel functions).
          The second thread will be devoted to strategies for promoting undergraduate research in partial differential equations and harmonic analysis. This portion of the course will be run as a seminar, and will concentrate on working in small groups and developing presentation skills. We will discuss setting up a problem solving seminar aimed at freshmen and sophomores as a natural forum for interesting students in research and helping them develop problem solving skills. The participants will also be encouraged to take on research projects in small groups, concentrating on problems such as modeling mixing in fluids via Monte Carlo methods (corresponding to solving an advection-diffusion equation) and determining static configuration of fluid droplets via energy minimization (corresponding to a minimal surface problem).
          All mathematics faculty members interested in harmonic analysis and partial differential equations in the undergraduate curriculum are invited to apply to this program. Only a modest acquaintance with the material will be assumed. However, faculty members with experience teaching partial differential equations in the undergraduate curriculum and/or supervising undergraduate research in the area are encouraged to apply and will be able to enrich the program by sharing their experiences with the other participants.

For college teachers of: mathematics with a strong interest in undergraduate education. Prerequisites: Two years of undergraduate mathematical teaching experience. This program is generally not for graduate students or new PhD's.

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

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

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

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

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

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

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

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

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

Promoting Active Learning in Introductory Physics Courses: I and II
PRISCILLA W. LAWS, Dickinson College, DAVID R. SOKOLOFF, University of Oregon, and RONALD K. THORNTON, Tufts Universit