Abstracts for Special Exhibits

Journal of Young Investigators, Inc. (JYI)
Richard T. Kiok, University of Pennsylvania; Tim V. Sibley, JYI; Biniam T. Gebre, Williams College; Courtney M. Peterson, Georgetown University; Maureen McColgin, Purdue University; Abraham Tzou, Northwestern University

The Journal of Young Investigators, Inc. (JYI) is a new, student-led initiative to broaden the scope of the undergraduate scientific experience. JYI's undergraduate staff members - currently representing over 30 different institutions - operate an on-line, peer-reviewed journal for undergraduates. In addition to student research, the journal publishes content concerning education, science news, humor, resources, and other topics of interest to undergraduates. (59) By training its all-student staff to review manuscripts and manage the journal, JYI seeks to expose more undergraduates to scientific publishing. JYI provides undergraduates, for the first time, an opportunity to participate in the entire scientific process; an experience that their professional counterparts have always had.

In addition to the undergraduate journal, JYI will be presenting two new initiatives at this year's Forum. The Research Network will be a new site, launched during summer 2000, that aims to bring together students who are working on similar research topics. The site will operate similar to professional e-print sites, with papers, discussion groups, and e-mail revolving around narrow fields of interest. JYI's Journal Management System is an enterprise level web application, currently under development, for managing peer-reviewed journals electronically. JMS was conceived to satisfy the needs of JYI's geographically diverse staff, but will also be marketed to other academic journals. JYI will demonstrate a working prototype of each of these systems (The RN and JMS) at its booth.

Contact Information:
Richard T. Kiok
Chief Executive Officer, JYI
4051 Sansom St.
Philadelphia, PA 19104
Phone: (215) 349-0080
Email: ceo@jyi.org

Abstracts for Workshops and Discussion Groups

Using Inquiry Guided Instruction in Large Classes
Alton Banks, John Hubisz, Robert Patterson, North Carolina State University

Between 1997-99 the William and Flora Hewlett Foundation provided funding to North Carolina State University for a grant proposal entitled "Building Inquiry-Guided Instruction into NC State's General Education Curriculum: A Two-Year Planning Initiative." Fifty-three faculty and 23 graduate student Hewlett Fellows have spent the last two years attending workshops, reading, and exploring the conceptual base for inquiry in order to re-design courses to incorporate inquiry-guided instructional activities. In the 1998-1999 academic year, Hewlett Fellows taught 50 courses (with 2,000 students enrolled) that incorporated inquiry-guided instructional activities. All Fellows developed a variety of inquiry-guided instructional activities for their courses.

The workshop will provide an overview of the Hewlett Initiative, provide an overview of the conceptual base for using inquiry-guided activities and involve the audience in interactive use of inquiry guided instructional activities for large chemistry, physics and crop science courses. Activities can be adapted for other disciplines. The interactive activities will have three parts:

1. Using Experiments to Promote Inquiry in Large Physics Classes. Dr. John Hubisz will demonstrate and involve the audience with a variety of physics experiments that use inexpensive and readily available materials.
2. Using Case Studies and Collaborative Learning Groups to Promote Inquiry in Large Crop Science Classes. Dr. Robert Patterson will involve the audience in four sample case studies and demonstrate how collaborative learning groups can be used to examine issues related to world population, food sources and sustainable development.
3. Using Real-World Examples to Promote Inquiry in Large Chemistry Classes. Dr. Alton Banks will involve the audience in activities that show how labels from various real-world products that are of interest to students (food, cosmetics, household products) can be used to promote inquiry about the relevance and importance of chemistry in students' daily lives.

Contact Information:
Dr. Alton Banks
Department of Chemistry
310 Dabney Hall, Box 8204
North Carolina State University
Raleigh, NC 27695-8204
Phone: 919-515-8903
Email: alton_banks@ncsu.edu

University 100: Teaching Entering Freshmen about the Scientific Method
Marte Fallshore, Lisa Ely, John Ninneman, Central Washington University

In November 1998, Fallshore & Ely attended a Project Kaleidoscope workshop on "Building and Sustaining the Research-Rich Environment" and involving undergraduates in research. One of the sessions involved undergraduates talking about their research experience. One of the themes that kept coming up for these students was that they wished they had been involved in research earlier in their academic careers (most of them did not start until their junior or senior years). In order to involve students earlier in research, we are preparing an introductory, interdisciplinary research methods class for entering freshmen who are interested in science. The class will be team taught by professors from different science disciplines, and will be designed to introduce students to scientific thinking, rather than methods specific to the disciplines. It will involve hands-on experience in experimentation in different disciplines.

What we are proposing for the 1999 Sigma Xi Forum is an informal meeting of interested science faculty who have previously taught or would like to develop a similar class for entering students interested in science. The purpose of the meeting will be to exchange ideas of what has and has not worked in the past, the effectiveness of such classes, and recruiting techniques. We will come prepared to discuss and present our ideas for our class, with some hands-on exercises to try with the meeting participants.

Contact Information:
Marte Fallshore
Dept. of Psychology
Central Washington University
Ellensburg, WA 98926-7575
Phone: (509) 963-3670
Email: marte@cwu.edu

Enhanced Inquiry-Based Learning through Interdisciplinary Research
Anne Moore, University of the Pacific; Joseph C. Spagna, University of California at Berkeley; Barbara A. Lawrence, Eastern Illinois University

Research is the ultimate form of inquiry-based learning. Undergraduate education is enhanced by research. In addition, we have found that interdisciplinary research has specific advantages over traditional disciplinary research. Interdisciplinary research is more accessible to students because discussions, even among faculty, must use a minimum of disciplinary jargon. Since basic principles of one field must always be explained to colleagues in other disciplines, discourse always takes place at a level where students can participate. Our interdisciplinary program has attracted over 60 students in the past two years. We have assessment data showing that student participants improved their problem-solving skills and developed a better understanding of science outside their majors.

Participants in this workshop will experience this interdisciplinary atmosphere that leads to enhanced learning. After a brief introduction, participants will break out into multidisciplinary groups in order to develop approaches to specific hypothetical research questions. The workshop will then regroup to identify the aspects of the experience that have the potential to enhance undergraduate learning.

Contact Information:
Anne M. Moore
Department of Biological Sciences
University of the Pacific
Stockton, CA 95211
Phone: 209-946-2182
Email: amoore@uop.edu

Joseph C. Spagna
Department of Environmental Science, Policy and Management
University of California
Berkeley, CA 94720-3112
Email: jspagna@jsd.claremont.edu

Barbara A. Lawrence
Department of Chemistry
Eastern Illinois University
Charleston IL 61920
Phone: 217-581-2720
Email: cfbal1@eiu.edu

An Introduction to Engineering Course Based on ABET 2000 Criteria
Michael M. Mulvihill, John A. Page, Loyola Marymount University

This presentation will show how our freshmen engineering course has been structured to introduce students to the necessary skills required to be a successful practicing professional engineer. Several years ago, we completely revised this course to incorporate active learning, teamwork, development of creativity, and mini design projects. With the advent of the ABET 2000 accreditation criteria, we have modified the course to introduce the students to the new criteria and to show how the course material starts the students on their journey to becoming a member of the engineering profession. It is our belief, that by this early introduction to the new criteria, the students will better understand the purpose of various courses in the curriculum and therefore better integrate concepts throughout their future studies.

Contact Information:
Dr. John Page
Loyola Marymount University
7900 Loyola Blvd.
Los Angeles, CA 90045-8120
Phone: 310-338-7358
Email: jpage@lmumail.lmu.edu

Tools for Thinking
Robert Root-Bernstein, Michigan State University

Most science courses are taught by means of words and equations but decades of educational research have shown that people acquire information and ideas using many modes of thinking. Some people tend to be visual, others verbal; some rely on intuition, some on logic. Einstein is well known for his statement that he did not use verbal or mathematical reasoning to solve his problems, but rather visual and kinesthetic images. Barbara McClintock developed a "feel for the organism" by imagining herself to be their very chromosomes. McClintock then used her intuition to understand her feelings and, in what she described as an explicitly secondary step, had to translate her gut feelings into logical, verbal descriptions. This disjunction between the tools of imagination and the tools of communication is extremely important, for it is recognized explicitly in no textbook and no course of which I am aware. Yet we must make students of science aware of these pre-logical and pre-verbal tools for thinking if we expect them to be creative and successful.

There are thirteen tools for thinking, which I describe in Sparks of Genius (Houghton Mifflin, Dec 1999) These are: observing (including tactile, aural, etc.); imaging (including tactile, aural, etc.); pattern recognition; pattern forming; abstracting; analogizing; empathizing; proprioceptive (or body) thinking; dimensional thinking (including mapping); modeling; playing; transformational thinking; and synthetic thinking. The purpose of this session is to describe ways in which scientists use these tools and why they are so important to creative work; I will also show how the tools can be integrated into everyday classroom teaching and exercises minor curricular changes.

Contact Information:
Robert Root-Bernstein
Dept of Physiology
Michigan State University
East Lansing, MI 48824
Phone: (517) 355-6475 ext. 1263
Email: root-bernstein@psl.msu.edu

Q3; or Quick, Quantitative Queries!
Ben L. Sill, Clemson University

There is a trend away from the lecture format in our classes and toward more "active" learning (in its varied forms). This supports the quote often attributed to Confucius, "I forget what I hear, I remember what I see, I know what I do." This presentation will demonstrate ways to accomplish this as a natural part of any class. There are three primary difficulties in developing these exercises: (a) They need to be quick, (b) They need to utilize common, everyday materials, and (c) If possible, they need to be quantitative. Students have a "special feeling" about data they take themselves, even just a single value. To qualify as a Q3; activity, the exercises should also not just be a demonstration by the instructor, but require student participation. To meet all these specifications often requires substantial creativity. The workshop will be treated as a typical classroom and the students will be placed in teams of from 2 to 4. The first portion of the period will be devoted to a fast-paced presentation of a variety of exercises, each of which will require full student participation. These will range from pressure, buoyancy, distributed loads, probability/statistics, harmonic motion, optics, moments, friction, discharge velocity of a water pistol, coefficient of thermal expansion, mass flow rate of a hair dryer, reaction times, molecular diffusion, and more. As time allows, the last portion of the period will be saved for questions.

Contact Information:
Ben Sill
Clemson University
Clemson, SC 29634
Phone: (864) 656 3325
Email: ben.sill@ces.clemson.edu

Introduction to Problem-Based Learning in Undergraduate Science
Harold B. White III, Deborah E. Allen, University of Delaware

As in 1946 when James Bryant Conant wrote, "Being well-informed about science is not the same thing as understanding science," lecture-survey courses still focus heavily on information and leave many good students with little integrated understanding of concepts. Certainly factual knowledge is important, but it has limited meaning or persistence without unifying contexts. Problem-based learning (PBL), as developed in medical education, provides a meaningful context for learning information. Faculty at the University of Delaware are adapting the medical PBL model to the undergraduate setting where students have more diverse skills, interests, and abilities; classes are often larger; and faculty have somewhat different roles. In PBL, students work in groups to solve interesting complex problems designed to bring out and illuminate important concepts. The problem comes first, before the concepts are discussed, and provides a need to know. Students analyze the problem, decide what they already know, and focus on defining what they need to learn. They then disperse to seek answers to those "learning issues" which they share and discuss at the next class. While this format places greater responsibility on students and changes the role of faculty, it emphasizes important life-long learning skills not formally addressed in the traditional classroom. Students in the sciences learn to track down and read research articles, integrate and apply information from diverse sources to challenging problems, and become part of a learning community with faculty and other students. This workshop will take participants through a PBL problem and provide them with supplemental materials.

Contact Information:
Hal White
Department of Chemistry and Biochemistry
University of Delaware, Newark, DE 19716
Phone: (302) 831-2908
Email: halwhite@udel.edu
http://www.udel.edu/chem/white/

Dr. Deborah E. Allen
Department of Biological Sciences
University of Delaware
Newark, DE 19716

Abstracts for Poster Presentations and Demonstrations

Less is At Least Something
Andrew Ahlgren, American Association for the Advancement of Science

Your students are learning even less than you think they are. This will be evident if you interview some of them -- preferably after the course is over -- to see what sense they make of what you believed they did learn. Some sample questions: "Where did the mass of a dry log come from?"; "Why are there fossil fish on some mountain tops?"; "What is between air molecules?"; "What causes the seasons?". Single-phrase answers do not count. For example, "the earth's axis is tilted" is only the beginning of an explanation for what causes the seasons. You have to get past memorized phrases and probe to see what students' understanding of their answers are. The moral is that science is harder to learn than suspected. If we want an acceptable level of comprehension, we will have to spend more time on ideas that are important for literacy—and for learning more later. The trend to longer and longer syllabi, with inevitably shorter and shorter treatments of each topic, is dysfunctional for student understanding. But the emphasized ideas can not be just a collection; they should support one another in constructing a fabric of literacy. (AAAS's upcoming Atlas of Science Literacy suggests in great detail what that fabric may be like.) The discussion will be about how to detect the deficits and how to get started on remedying them. Whether learning through classroom "inquiry" is helpful will be considered as an empirical, not a philosophical, question.

Contact Information:
Andrew Ahlgren
American Association for the Advancement of Science
Phone: (202) 326-6624
Email: aahlgren@aaas.org

Connecting Science and Mathematics General Education Courses through Inquiry-Based Learning
Janet Andersen, Todd Swanson, Kathy Winnett-Murray, Ed Hansen, Hope College

A team consisting of two mathematicians, a geologist, and a biologist (with the partial support of the National Science Foundation) has developed three general education courses. The mathematics course (Mathematics in Public Discourse) is a co- or pre-requisite for the science courses (The Atmosphere and Environmental Change and Populations in Changing Environments). The courses are connected by common content themes (the use of functions, graphs, and statistical analysis of data to interpret the physical world); common pedagogy (exploratory labs, investigative worksheets, cooperative learning); and common technology (the TI-83 graphing calculator and Calculator Based Laboratory). The mathematics course spends the majority of the class time in group activities developed from resources such as newspapers, magazines, scientific magazines and other current materials (such as advertisements, bills, and web pages). The two science courses share the objective of having students understand what constitutes scientific evidence, how it is evaluated, how mathematics is involved in gathering and evaluating evidence and how evidences challenge us to re-evaluate, improve, or change prior conceptions and knowledge. Laboratories are open-ended and, in some cases, self-directed. Populations in a Changing Environment is organized around the quantitative themes of "How many are there? How many kinds are there? When does a difference make a difference?" The Atmosphere and Environmental Change is organized around the themes of the structure of the atmosphere, weather forecasting, and human impact. Participants will do sample activities from these courses and receive copies of materials we have developed.

Contact Information:
Janet Andersen
Dept of Mathematics, Hope College
Holland, MI 49422-9000
Phone: (616) 395-7909
Email: jandersen@hope.edu

The Eisenhower - St. Catherines Natural History Science Education Model
Gale A. Bishop, Georgia Southern University; Nancy Brannen Marsh, Portal High School

We will demonstrate computer-assisted instruction, distance learning, and Internet resources in teaching within our Natural History Science Education

Model. We will model the evolution of computer assisted instruction by presenting our collaborative Natural History Science Education Model, demonstrate the construction of a content-based web sites. We will then demonstrate the application of the Natural History Model to construction of a Virtual High School web-based course (Natural History of the Southeast: A Case Study of Georgia) for use in teaching through Virtual High School from rural Georgia's Portal High School. Our collaborative sea turtle program has led to the development of a technology-based science education model, The Eisenhower - St. Catherines Natural History Science Education Model (Figure 1) based on a concrete metaphor of a computerized instructional model with a Central Program Core (The Sea Turtle Program) forming the central dynamo driving the Model. Once the CPC is established, Major Initiative Plug-Ins (MIPIs) are added to enhance the program core (i.e.The Portal Computerized Science Classroom/Laboratory, Web-Based Learning, Science Education Reform, and Electronic Learning). Into each of these Major Initiatives are Project Plug-Ins (PPIs), which may be individual courses, web sites, or research problems being addressed in the Program. The Central Program Core remains stable and continues to be productive whereas MIPIs and PPIs may be rapidly exchanged as opportunities for problem solving or funding opportunities present themselves. This model is ready for general dissemination and testing by other science education collaboratives at the undergraduate and graduate level.

Contact Information:
Gale A. Bishop
Georgia Southern University
Department of Geology and Geography
PO Box 8149
Statesboro, GA 30460
Phone: (912) 884-3802 or (912) 681-5361
Email: gabishop@gsvms2.cc.gasou.edu
http://www2.gasou.edu/cturtle/001welc.html

Interdisciplinary Approach to Research and Education
Ann Bloor, Robert Crockett, Milwaukee School of Engineering

With both industrial and National Science Foundation support, Milwaukee School of Engineering has developed a unique and significant set of capabilities for using Solid Freeform Fabrication as a tool for interdisciplinary engineering education. Students have opportunities to experience active, project-based learning in an exciting, rapidly developing field in which creativity, discovery, communication and teamwork are strongly encouraged. The learning environment provides experiences that meet the needs of students with different learning styles, stresses active collaborative learning, integrates subject matter by showing relationships, and introduces fundamental principles in the context of applications. Projects capture the imagination of students and encourage them to view technology in a holistic perspective.

Contact Information:
Ann Bloor
Milwaukee School of Engineering
1025 N. Broadway
Milwaukee, WI 53202-3109
Phone: (414) 277-7237
FAX: (414) 277-7470
Email: bloor@msoe.edu
www.msoe.edu

Enhancing Undergraduate Education through Research
Sandra Bonetti, Melvin Druelinger, University of Southern Colorado

Extramural funds from federal and state governmental agencies have greatly enhanced the undergraduate and graduate programs in the Chemistry and Biology Departments at the University of Southern Colorado. In this presentation, the contributions of extramural and intramural grant programs, Sigma Xi, honor societies, and other factors to the research environment, the quality of undergraduate science programs, and student success, at our University, will be discussed. Particular examples of the integration of research in the undergraduate curriculum will be presented along with a discussion of outcomes and future directions.

Contact Information:
Sandra Bonetti, Ph.D.
Chemistry Department
University of Southern Colorado
2200 Bonforte Blvd.
Pueblo, CO 81001-4901
Phone: (719) 549-2526
Email: bonetti@uscolo.edu

Analyzing Cigarette Smoke Using Infrared Spectroscopy
William A. Burns, Richard Lester, Arkansas State University

Laboratory introduction rotation-vibration spectroscopy typically occurs during physical chemistry lab, and involves one of relatively few small molecules. A survey of the literature indicates HCl is frequently employed for introducing this topic, although NH₃, HBr, NO, CO, CH₄, and C₂H₂, have also been utilized. Cigarette smoke is an excellent sample which may be used to introduce rotation-vibration spectroscopy. Advantages of utilizing cigarette smoke include the following: 1) It is a "real world" sample. This is in contrast to molecules often used in this capacity. 2) There is little sample preparation, and cigarettes are relatively inexpensive. 3) The rotation-vibration spectrum of three components of cigarette smoke has been observed using a 20 centimeter gas cell and a conventional ftir at 2 cm^-1 resolution. These include CO, CH₄, and HCN. 4) Determined B rotational constants, used in conjunction with general knowledge of functional group band assignments and a survey of the literature will allow students to qualitatively identify these components and others. 5) Cigarette smoke components can also be quantitatively analyzed.

Contact Information:
William Burns
Department of Chemistry
P.O. Box 419
State University, AR 72467
Phone: (870) 972-3086
Email: wburns@navajo.astate.edu

Development of a Biotechnology Course on the World Wide Web
James D. Cheaney, Thomas S. Ingebritsen, Iowa State University

Biotechnology in Agriculture, Food, and Human Health is a World Wide Web course developed to share Internet biology education resources. Since its inception, several hundred students have taken the course. Important features of this course include its temporal flexibility, the ability for students to tailor parts of the course content to suit their own individual interests and needs, and the support of multiple learning styles. Students learn about biotechnology through 1) hearing and viewing on-line lectures, 2) active learning assignments, and 3) participation in on-line chat and discussion groups to discuss biotechnology breakthroughs or to confer about assignments. The on-line lectures are multimedia audiovisual presentations similar to lectures in a traditional classroom. Educational materials in the public domain include the assignments as well as extensive links to relevant Web sites. Ongoing research includes the assessment of these assignments on student abilities to use the scientific method, understanding and retention of material, and student attitudes about science. Other research projects include studies of the demographics, performances, and reactions of students taking the course, and the development of strategies for improving and offering the course.

Contact Information:
James Cheaney
Department of Zoology and Genetics
339 Science II
Iowa State University
Ames, IA 50011
Phone: (515) 294-8501
Email: jcheaney@iastate.edu
http://project.bio.iastate.edu

Ways of Knowing Biology
Jan Cheetham, University of Wisconsin

The presentation will include a course description and samples of course materials, photographs of course activities and discussion of the goals and learning gains of the students.

Ways of Knowing Biology is a course for first-year undergraduates at the University of Wisconsin-Madison that explores research as a source of new knowledge in the biological sciences. The course has three main goals: 1) to introduce students to inquiry as a process for learning about living things; 2) to expose them to the diversity of biological disciplines and the kinds of questions each discipline asks and 3) to help them map a course for their own undergraduate studies that includes hands-on involvement in research. To accomplish these goals, we bring students in contact with some of the greatest resources at this institution: cutting edge research and the people doing it. The course employs a variety of formats in which research faculty, scientists, post-docs and graduate students share their research with students in the course. Faculty engage students with research talks on contemporary questions in biology and how their research seeks answers to these questions. Research explorations hosted by laboratory personnel allow students to try out state-of-the-art techniques themselves. Graduate student mentors share their perspectives on research as an educational pursuit and career goal with students during Graduate Shadowing encounters. Small group discussions led by faculty researchers provide a forum for students to examine ethical issues in biology and engage in problem-solving activities. Students in the course become familiar with the complexity of biological disciplines on campus and how to navigate through the many opportunities, redefine ideas about their own calling in the biological sciences and gain an appreciation for the process of inquiry as a source of understanding the biological world.

Contact Information:
Jan Cheetham, Undergraduate Education Coordinator
Center for Biology Education
University of Wisconsin
Genetics/Biotechnology Center
425 Henry Mall
Madison, WI 53706
Phone: (608) 262-1182
FAX: (608) 262-6748
Email: Cheetham@facstaff.wisc.edu

Development of Student-Based Research in Introductory Biology Laboratories
William F. Collins, III, Gregory M. Bole, Joan M. Miyazaki, SUNY at Stony Brook

In response to the need to encourage intellectual growth, improve critical thinking, and develop research skills in undergraduates, the Life Sciences research faculty at the State University of New York at Stony Brook have re-designed the undergraduate biology curriculum. The goal of the new curriculum is to prepare students with the concepts, laboratory skills, and analytical and reasoning tools necessary to enter safely and productively into a biological research setting by the beginning of their junior year. The new sequence begins with a student-centered course (BIO 150) designed to train all introductory biology students in basic research skills and concepts. The laboratories are a training ground for essential skills for work in a research laboratory and are designed to familiarize students with important tools, the use of models, and analytical and communication skills across the biological disciplines. Subsequent courses in the introductory sequence, organisms to ecosystems (BIO 201), cell and molecular biology (BIO 202), and cell and organ physiology (BIO 203) expand the depth and detail of concepts and questions within these disciplines. Students enter these 200-level laboratories with conceptual understanding of the nature of experiments, data acquisition and processing, and report writing.

Group-based instructional activities have been developed for BIO 150 to enhance the learning potential of the laboratory through research experience. To reach this objective, the laboratory environment has been re-designed to encourage collaborative learning and provide guided activities to encourage students to explore concepts together. These activities span various disciplines in life sciences and require students to learn concepts, data handling and analytical tools, laboratory equipment, and computing. Lab activities emphasize critical thinking, problem solving, and use of new equipment. Students are given the opportunity to design research activities and use newly acquired research skills to comprehend the meaning of their experiments.

Since technology continues to progress at a rate that outpaces most students' abilities to master a single technique, BIO 150 places major emphasis on training students to acquire and use new information rapidly and systematically. Within any given research activity, we have embedded strategies for approaching and conquering unfamiliar ground. These strategies are so ingrained in trained researchers that they often assume students also have this ability. This mismatch of expectations often results in failure for students, not only in more advanced research settings, but as early as the first semester of science courses. In BIO 150, students acquire step-by-step "strategies" to master complex processes including: lab process, reading and analyzing scientific literature, problem solving, use of new tools, data analysis, data presentation, and writing.

Contact Information:
William F. Collins, III
Director, Undergraduate Biology
140 Old Chemistry Bldg.
SUNY at Stony Brook
Stony Brook, NY 11794-3727
Phone: (516) 632-8530
FAX: (516) 632-1347
Email: william.collins@sunysb.edu

Discover Entomology through Educational Outreach Programs
Lynita M. Cooksey, Arkansas State University

Educational outreach programs have been designed and implemented by undergraduate students enrolled in a general entomology course in an effort to provide a better understanding of insects and their impact on human society. Through the development of hands-on activities, exhibits and other instructional methods, the undergraduate students provide elementary students and other members of the community with the opportunity to learn more about insects via a day-long insect fair and by taking the fair "on the road" to area schools. Entomology students are challenged to develop an instructional tool or display that facilitates the process of understanding various aspects of insect biology and ecology such as insect structure and function, economic importance, role of insects as vectors of disease, food web significance, insects in the arts and literature, etc. Through these activities, the students have expressed more interest in both the science of entomology and the course as they are allowed to explore areas of personal and interdisciplinary interest, express creativity that is often suppressed in the teaching of scientific courses, and participate in a learning experience that benefits the community.

Contact Information:
Lynita M. Cooksey
Dept. of Biological Sciences
Arkansas State University
P.O. Box 599
State University, AR 72467
Phone: (870) 972-3082
FAX: (870) 972-2638

Getting Their Feet Wet: Undergraduate Research at Oregon State University
A. Morrie Craig, Gary L. Beach, Oregon State University

The involvement of undergraduates in faculty research, innovation, scholarship, and creativity is a tremendous stimulus for the student and for many students can be considered as an essential part of a compelling learning experience. Such involvement provides insight into the creation of knowledge that is often not a part of classroom learning. Research opportunities gives a student a hands-on opportunity to apply what they have been learning in the classroom, as well as to develop a mentoring relationship with a faculty member.

The Research Office at Oregon State University (OSU) has for several years offered a limited number of summer research experiences for undergraduates. A new initiative is currently underway to expand and develop a nationally recognized undergraduate research program at OSU.

The Undergraduate Research, Innovation, Scholarship, and Creativity

(URISC) Program is being designed to reflect the tremendous depth and breadth of research and scholarship that is conducted on campus and throughout the state of Oregon. An office and web site are being planned through which student research interests and the availability of faculty mentors and research projects will be intermediated. Foundations, federal agencies, and the private sector are being asked for their involvement and their contributions. In addition, the program is being designed to encourage students and faculty to work in real-world, multidisciplinary teams to approach issues of local, national, and international scope.

The plan is to bring the new URISC Program on-line during FY 2000, with full implementation during FY 2001. Two complimentary programs will be implemented: (1) a summer program, similar to OSU's current Research Experience for Undergraduates in which fellowships are leveraged through departmental and laboratory funds to provide eight weeks of summer stipend support; and (2) a new program in which $500 awards are provided to the sponsoring laboratory, department, or faculty member(s) to support ancillary project costs for one term of for-credit (3 units of senior-level independent research) URISC activity. It is anticipated that in FY 2001 the Program will have expanded to 100 summer fellowships and 500 academic year awards. The goal is to build the Program such that 50% of all undergraduates participate by the time they graduate. An innovative aspect in this strategy will be to link the URISC Program to the OSU scholarship program, with an eventual goal of guaranteeing one term of URISC support for all scholarship holders that wish to participate. It is anticipated that this linkage will have a significant impact on the recruitment, retention, and graduation rates of participating undergraduate students.

Contact Information:
Dr. A. Morrie Craig
College of Veterinary Medicine
108 Dryden Hall
Oregon State University
Corvallis, OR 97331
Phone: (541) 737-3036
Email: craiga@ccmail.orst.edu

Mr. Gary L. Beach
Office of Academic Affairs
622 Kerr Administration Building
Oregon State University
Corvallis, OR 97331
Phone: (541) 737-0912
Email: Gary.Beach@orst.edu

Student Understanding of the Nature of the Scientific Enterprise: Influence of an Undergraduate History of Science Course
Pradeep Maxwell Dass, Northeastern Illinois University

An appropriate understanding of the nature of the scientific enterprise (NOSE) is a key element of scientific literacy. BIOL 325-HISTORY OF SCIENCE is an elective course offered by the Biology department at Northeastern Illinois University. During the last three semesters, the presenter has been conducting this course in the form of small-group discussion-based inquiries into the history of from the ancient to the modern times. Group discussions focus on STATEMENTS OF CRITICAL SIGNIFICANCE (SOCS) prepared by individual students on assigned readings prior to each class meeting. Small-group discussions are followed by a synthesis, facilitated by the instructor, of points raised in SOCS and other ideas central to the reading. The overarching goal of these activities is to help students come to an understanding of the multifaceted nature of the scientific enterprise in the context of the social, political, cultural, and religious milieu of the time period and geographic setting within which specific scientific activities took place.

The impact of this course on student understanding of the NOSE has been assessed through the VIEWS ON SCIENCE-TECHNOLOGY-SOCIETY (VOSTS) instrument administered as pre- and post-test at the beginning and end of each semester respectively. Qualitative data regarding student understanding of the NOSE was furnished by the final exam essay on the nature of science written in the form of SOCS at the end of semester.

Results from the analysis of the data mentioned above will be discussed, along with the usefulness of small-group, discussion-based inquiries into the history of science as a way to enhance scientific literacy during undergraduate science education.

Contact Information:
Pradeep Maxwell Dass
Assistant Professor, Science Education & Biological Sciences
Northeastern Illinois University
5500 North Saint Louis Avenue
Chicago, IL 60625-4699
Phone: (773) 794-2913
FAX: (773) 794-6243
Email: pm-dass@neiu.edu

Maryland Educators' Summer Research Program: Building Bridges Between
Laboratories and Classrooms
Katherine J. Denniston, Sherry McCall Ross, Towson University; David F. Brakke, James Madison University

The Maryland Educators' Summer Research Program (MESRP)* is an internship program that provides preservice and inservice teachers with authentic research experiences in government and university laboratories. These research experiences are transformed into classroom experiences for their own students. The program also allows interns the opportunity to reflect on the way in which they learn science and mathematics, resulting in a new outlook toward classroom interactions, teaching, and learning styles. Interns participate in daily journaling to stimulate reflection on present experience and future interactions in their own classrooms as they incorporate research and inquiry into work with their own students. Reflections are shared weekly through a closed e-mail reflector discussion group. Finally, the program makes available the resources of the scientific community, business, and industry to K-16 education. Site research mentors are enthusiastic about interacting with the students of their teacher/interns, either by visiting the school to engage students in research experiences or bringing the class to the research facility to carry out experiments. We will describe the key programmatic elements of MESRP, as well as the responsibilities required of interns, research mentors, and internship staff. We are currently assessing the effect of the program on the attitudes and beliefs of the interns. The results of these assessments will be presented, along with samples of classroom implementation projects designed by the interns for use in K-12 classrooms. We hope to elicit discussion of the value of a research experience for all students, not just those who intend to enter a career in the sciences or mathematics.

*MESRP is funded by Towson University, the University System of
Maryland, the Maryland State Department of Education, and Lockheed
Martin, Corp.

Contact Information:
Katherine J. Denniston, Associate Dean
College of Science and Mathematics and Director
Center for Science and Mathematics Education
Towson University, 8000 York Road
Towson, MD 21252-0001
Phone: (410) 830-3128
E-mail: kdenniston@towson.edu

The Assessment of Student Opinion for Improving the Teaching of
Introductory Soil Science
Delmar D. Dingus, Cal Poly State University SLO

Rapid changes are taking place with the development of electronic equipment that provides individuals immediate access to information. A major challenge lies before all faculty, to know how, when, and the degree to which technology should be used to augment or even deliver the teaching process. Experimenting with the use of technology to educate students requires continual assessment of client reaction to find directions for course improvement. An Introductory Soil Science course can provide an ideal laboratory for evaluating student opinion on course structure and delivery methods. Implementing a new teaching technique and completing a student opinion survey at the end of the course can provide the instructor with a valuable assessment tool for course improvement. In a case study, a laboratory manual and a set of 17 activities were infused with web-based sources and refined using the opinion assessment technique. Assessing student response to the changes indicates a positive direction to take for improving the delivery of this Soil Science course.

Contact Information:
Dr. Del Dingus
Soil Science Department
Cal Poly State University SLO 93407
Phone: (805) 756-2753
E-mail: ddingus@calpoly.edu

Developing Curricula with Laboratory Based Skills for Teaching to Non-Science Majors at Barry University
Gilbert Ellis, Barry University

Developing curricula and syllabi for teaching lab based science courses to non-science majors is an important part of undergraduate student development. The major focus of this presentation is to share the concepts and development of such courses with interested college and university faculty. Two such course syllabi will be available for this purpose. A course in epidemiology titled "Disease Detectives" and a course in forensic science titled "The Biology of Crime" The laboratory portions of the courses will be available and a demonstration of one of the exercises will be conducted by the participants in the workshop.

Contact Information:
Professor Gil Ellis, M.S.
Assistant Professor of Physiology
Barry University, SNHS
11300 N.E. 2nd Ave.
Miami Shores, FL 33161
Email: gellis@mail.barry.edu.

Developing Investigations in Biology Laboratories
Kim J. Evenson, Robin K. Richardson, Winona State University

I call my (RKR) laboratory exercises "A Sampler for the Curious". Each lab is a potential starting point for a long-term project. Students start the exercise together so that I can share hints and cautions. They may complete the formal portion within the designated two hour lab time or continue through the week or through the semester depending on their interest and motivation. Offerings include spider metabolism/feeding mode, pond community manipulations, plant life history comparisons, and thirteen other lab exercises. Students form groups to maintain lab cultures of insects, fish, amphibians and reptiles and are encouraged to take ownership of departmentally maintained living features. Any of these may also lead to a long-term project. Students maintain records in a free-form journal turning in their work on lab exercises, plant projects, life maintenance groups and long-term projects for evaluation. Students start the class confused and overwhelmed (a necessary step) and finish reporting that they learned "more than usual" and feel involved in biology.

In cell biology laboratories at WSU (KJE), 65 students per semester are involved in student-designed investigation. Students spend the first eight weeks developing competence in skills such as preparing reagents, statistical analysis of data, microscopy and slide preparation, cell fractionation, spectrophotometry, SDS-PAGE, and measuring enzyme activities. During this phase, possible directions for experimentation are emphasized. In the last 8 weeks, groups of 2 - 3 students choose a suitable source of cellular material on which to carry out controlled experiments, submit a proposal, design and carry out experiments, and collect and analyze data. An informal progress report is made to the class following preliminary experiments, after which students extend or revise their original hypothesis and continue experimentation. Presentations are given, and a final project report submitted during the last class period.

Contact Information:
Kim Evenson
215A Pasteur Hall, Biology Department
Winona State University,
Phone: (507) 457-5287
Email: kevenson@vax2.winona.msus.edu

Peer Instruction: Turning a Lecture into a Seminar
Adam P. Fagen, Catherine H. Crouch, Eric Mazur, Harvard University

Most introductory undergraduate science courses are taught in large lectures. Although an efficient use of instructor time, passive lectures rarely challenge students to think critically in class, often reinforcing the common expectation that learning science amounts to acquiring information. Many students respond by memorizing facts or formulas without understanding the fundamental concepts.

To actively engage students during class and focus their attention on underlying concepts, we have developed a student-centered approach to teaching large courses, Peer Instruction. Lectures are interspersed with short, conceptual questions called ConcepTests. Students formulate individual answers to these questions and then discuss their answers with neighbors, trying to convince each other, before hearing the instructor's explanation. This process gives students opportunities to articulate scientific arguments and ideas, learn from one another in a collaborative atmosphere, and assess their understanding of concepts during class. The instructor also receives immediate feedback on student understanding, enabling better matching class pace to students' needs.

Peer Instruction can be easily implemented in most settings and fields, and is very adaptable. It is being used successfully by more than 500 faculty at many different institutions -- secondary schools to research universities -- in a variety of disciplines.

We will lead workshop participants through a sample class taught with Peer Instruction. We will discuss implementation and adaptation, and present data on the effectiveness of Peer Instruction in introductory physics. The workshop will be applicable to all disciplines, though examples used may be drawn primarily from introductory physics, chemistry, astronomy, and biology. Participants will take home resources for implementing Peer Instruction in their own classrooms.

Contact Information:
Adam P. Fagen
McKay Labs
Harvard University
Cambridge, MA 02138
Phone: (617) 495-9616
FAX: (617) 496-4654
Email: afagen@fas.harvard.edu or afagen@ultrafast.eas.harvard.edu

Changes Across the Curriculum: One Course at a Time
Heidi Fencl, Fran Garb, University of Wisconsin Oshkosh

Please bring a course syllabus to this workshop! In this interactive session, we will discuss student-active pedagogies and provide an opportunity for participants to work together to begin the process of curricular restructuring. The session will conclude with a discussion of the Science, Gender, and Community Curriculum Reform Institute of the University of Wisconsin System Women and Science Program (www.uwosh.edu/wis/cri.htm). Experiences of past Institute participants will be used to understand the process of curricular change.

Contact Information:
Heidi Fencl
Women and Science Program
UW Oshkosh
Oshkosh, WI 54901
Phone: (920) 424-7404
FAX: (920) 424-7076
Email: hfencl@uwosh.edu

Making General Biology Student-Centered
Maria Fichera, Marv Meyer, Eastern College

Our General Biology course has been a traditional survey-all-of-biology course. This past fall, we instituted changes to emphasize student discovery by creating powerful team-building learning environments. These environments start with the laboratory and our new Learning Center, equipped with video capture cameras, computers, scanner and printer. These computers are used for assignments for upgrading of skills and enrichment, as well as developing group presentations. The computers are mobile, and used in selected labs for the electronic capture of data and images. The student teams then finish their work in the Learning Center, developing a presentation by adding images from texts and web sites. These are then presented during class time. While a skeleton of the traditional lecture format is used, other activities are given equal priority, such as problem-solving and brain-storming, as well as reviewing computer-based CD-ROM and web site assignments.

Contact Information:
Maria Fichera
Eastern College
1300 Eagle Rd.
St. David's, PA 19087

Improving Undergraduate Science Education in Hawaii
Agnes K. Fok, University of Hawaii at Manoa

Recognizing the need to strengthen science education in Hawaii, Biology Program at UHM began to implement a new curriculum for its students in 1995 and a new professional development program for grades 6-12 science teachers in 1997. The new curriculum consists of i) a biology core of 5 courses/labs (Introductory Biology I & II, Ecology & Evolution, Cell & Molecular Biology and Genetics), ii) mandatory student advising and some counseling, iii) a computer course/lab for students to become proficient in this technology, iv) concentrations where students gain depth by taking 15 upper level credits in either the cell/molecular biology, ecology/evolution, marine biology or the organismic biology tracks, iv) a directed research requirement, v) attendance in a seminar on Science Teaching to acquire good teaching skills or on medical issues, and vi) a teaching internship as assistants to the lab instructors. The result has proven to be a success with students as the number of biology majors almost doubled in 3 years and more graduates were admitted to top graduate schools in 1998. To promote science education, an outreach program has been initiated to offer content courses such as cell/molecular biology, ecology/evolution, biological field studies, biogeography/diversity in Hawaii, as well as workshops in biology, chemistry, physics and in the use of computer in classroom, thus providing a central location at UHM where science teachers can obtain help and information. (Supported by the College of Natural Sciences and Eisenhower grants.)

Contact Information:
Agnes K. Fok
Director, Biology Program
University of Hawaii at Manoa
Honolulu, HI
Phone: (808) 956-4743
Email: biology@hawaii.edu
http://www.biology.hawaii.edu

Ethanol as an Alternative Fuel - A Jigsaw Activity
Jeanne L. Franz, Winona State University

The use of ethanol as an alternative fuel is a hotly contested issue. Many of the issues surrounding the viability of ethanol lend themselves well to an end of the year activity in the General Chemistry curriculum. The activity described herein develops students' critical thinking skills while they examine the feasibility of ethanol as an alternative fuel from many perspectives. Students are pre-assigned roles where they examine ethanol production and use in terms of the thermodynamics, biochemistry, and pollution impact. Students are given a chance to confer with others sharing their pre-assigned roles before meeting with others from different roles to formulate a policy statement regarding the use of ethanol. Assessment of this activity was uniformly positive. Students enjoyed seeing a real world application to the chemistry they had learned all year and they enjoyed being an expert on their topic. Comprehension and retention of the material were also high. Ninety-six percent of students responded correctly to questions derived from the activity on exams.

Contact Information:
Dr. Jeanne Franz
Department of Chemistry
Winona State University, Winona, MN 55987
Phone: (507) 457-5297
Email: jpfaff@vax2.winona.msus.edu

Can Less Be More?
Edward A. Funkhouser, Stephanie V. Burgoon, Texas A&M University

A veteran science instructor with 25 years of teaching experience (EAF) teamed with a lecturer from the Center for Academic Enhancement (SVB) who teaches a succeeding in college course and who is a supervisor of Supplemental Instruction (SI) leaders in biochemistry. The former had taught an introductory, one-semester course in biochemistry for 10 years and had considered his teaching to be effective, having received several teaching awards. The latter has expertise in pedagogy, had been a science major as an undergraduate, had worked extensively with students who were preparing for careers in science, and understood the changing student demographics. Together they sought to determine if changes in course delivery would result in increased class participation, more active learning, and improved critical thinking. The short answer is yes.

This joint presentation will be an excerpt from the course, Elements of Biological Chemistry, and will highlight some of the techniques used during the Spring 1999 semester. It will have the format of a 45-minute class session. We will demonstrate that the traditional lecture-style format is one of many ways to teach effectively. The topic covered will be an introduction to enzyme kinetics, which utilizes group activity, active learning, and a 'laboratory' exercise in a classroom setting. After the class session, we will analyze the teaching strategies used in the session, their effectiveness, and the use of such techniques in a semester-long course.

Contact Information:
Edward A. Funkhouser, Associate Director
Office of Honors Programs and Academic Scholarships
Room 101 Academic Building
Texas A&M University
College Station, TX 77843-2128
Phone: (409) 845-6774
Email: Ed-Funkhouser@tamu.edu

Integrated Use of Spreadsheets in Math and Biology Education
Jane Gallagher, Edward Grossman, City College of New York

Our curriculum addresses a common problem in teaching math to biologists: the failure to relate material learned in their math courses to biology. We have addressed this problem by designing a coordinated program of studies in the two subjects. During the students' second year, having completed a semester of calculus, they enroll in a course on Mathematical Methods for Biologists, simultaneously with a second year course in Population Biology. The mathematics course revolves around the themes of deterministic and stochastic modeling. In the Math course, we develop the background in differential equations, including systems, probability theory and statistics. In the Biology course, we apply the theory learned in the Math course to real biological problems. An important component of both courses is the integrated use of spreadsheets to both enhance the learning of new ideas and to carry out numerical computations, graphical analyses and Monte Carlo type simulations. We have developed a number of Visual Basic modules for Microsoft Excel to conveniently implement some of the more sophisticated simulations and numerical methods. We have found that the use of Excel is a strong motivating factor for our urban students who are often poorly prepared for college level Math and Biology. Preliminary assessment result of our joined courses indicate that students are succeeding in mastering material at a higher level than was previously possible with the courses offered separately.

Contact Information:
Jane Gallagher
Biology Dept., CCNY
Convent Ave. at 138th St., New York, NY 10031
Phone: (212) 650-8507
Email: janegall@worldnet.att.net,

Edward Grossman
Mathematics Dept., CCNY
Convent Ave. at 138th St., New York, NY 10031
Phone: (212) 650-5147
Email: namssorg@worldnet.att.net

The New Jersey Institute of Technology Educational Learning Assistants Program to Increase Minority Retention
Clarisa Gonzalez-Lenehan, Laurence A. Howell, New Jersey Institute of Technology

The Educational Learning Assistant (ELA) Program was designed to increase the reception and academic success of sophomores enrolled in the Educational Opportunity Program (EOP) at NJIT during the 1996-97, 1997-98, and 1998-99 academic years. The EOP sophomores were selected for the Gateway Education Engineering Coalition retention initiative because of their unusually high attrition rate prior to the implementation of the ELA program.

Preliminary results of a 1996 internal study by the EOP Community Advisory Board (CAB) indicated that sophomores were more likely to withdraw from their classes, achieve lower semester and year grade point averages, be placed on probation or suspended from the university. Conversely, they were less likely to receive Dean's List status, be selected for Who is Who Among American Colleges and Universities, and assume leadership positions in mainstream campus clubs and organizations such as the Student Senate and Miniversity.

Based on these findings, the ELA Program was designed as an intervention to arrest the academic challenges facing sophomores and to implement strategies that would facilitate their retention and academic success in the transition to their junior year. To evaluate the success of the program, the students' retention and academic success will be compared with that of the 1994 sophomore class, which will serve as a contrast group.

Contact Information:
Clarisa Gonzalez-Lenehan, MSW, CSW
Coordinator, Educational Learning Assistants Program
New Jersey Institute of Technology
University Heights, Campbell Hall 318
Newark, NJ 07102-1982
Phone: (973) 596-3690
Email: Gonzalez@Admin.njit.edu
http://www.gatewaycoalition.org

Promoting Statistical Literacy: A Conceptual Approach to Teaching First-Year Students
Daniel A. Griffith, Syracuse University; Peter L. Fellows, Lamoille County Planning Commission; Francesco Lagona, University of Rome III

In recent years the popularity of issues regarding university statistics education has increased among members of the statistical community involved in teaching, and their administrators responsible for curricula matters. Surrounding the resulting pedagogical efforts is much controversy about what should be emphasized in the classroom: statistical reasoning, computational methods, or both. Our approach takes into account both; we believe that the ideal target of an introductory course in statistics is to provide students with "statistical literacy. In this paper we outline the course we have developed. Computations are performed by students in order to clarify methods of statistical reasoning, practicing not only data summarization, description and synthesis, but also critical reading of newspaper and magazine articles reporting statistical results, realistically being aware of the limits of statistical inference, and evaluating the impacts of data analysis on decisions under conditions of uncertainty. Our teaching methods parallel those developed by the Core Calculus Consortium at Harvard University; we seek to present every topic conceptually, with the extensive use of graphs coupled with technology-based simulation experimentation, followed by discussion of selected formulae used for analyzing a practical problem, which then we supplement with case studies involving the analysis of real-world data pertaining to current events. We extend the scope of graphical presentation to embrace cartoons. There are two appealing pedagogical reasons for incorporating this component: (1) humor is introduced into the learning process; and, (2) students often are confronted with day-to-day materials that the "average person on the street" is supposed to understand.

Contact Information:
Daniel A. Griffith
Department of Geography
144 Eggers Hall
Syracuse University
Syracuse, NY 13244-1020
Phone: (315) 443-5637
Email: GRIFFITH@MAXWELL.SYR.EDU
http://www.maxwell.syr.edu/geo/GRIFFITH.htm

The Evolution of a Freshman Engineering Program to Introduce Freshman to Engineering Design through Experimental Disciplinary/Interdisciplinary Courses
Deran Hanesian, Angelo J. Perna, New Jersey Institute of Technology

In the past students were content to follow the rigors of a traditional engineering curricula which basically had a math-science freshman year followed by two years of "engineering principles" courses and then senior laboratory and capstone design courses. Faculty believed in this format and industry was satisfied with the product. However, this approach changed in response to concerns expressed by industry, students and administrators, for many different reasons. These concerns about the curriculum led to a change in where and how engineering design was first introduced and taught. One impetus for the change was the NSF coalition initiative. At New Jersey Institute of Technology, a member of the NSF Gateway Coalition, a great deal of emphasis was placed on introducing engineering "up front" or in the freshman year. Several models have been developed to introduce the "up front" approach based on integration of disciplinary / interdisciplinary engineering courses integrated with both a humanities and computer component. This approach has been well received by students and faculty judging from evaluation reviews.

Contact Information:
Angelo J. Perna
Chemical Engineering
New Jersey Institute of Technology
Newark, NJ 07102
Phone: (973) 642-7239
Email: perna@tesla.njit.edu

Introducing Underrepresented K-12 Students To Science and Engineering Through an Experimental Chemistry-Chemical Engineering Program
Deran Hanesian, Angelo J. Perna, New Jersey Institute of Technology

Outreach program for introducing underrepresented K-12 students to science and engineering have long been associated with the Department of Chemical Engineering and Chemistry at the New Jersey Institute of Technology. From their initial development in the department to the creation of the Office of Pre-College Programs, summer programs for introducing students to science and engineering have had a chemistry and chemical engineering experimental component. These laboratory based learning experiences for sixth through twelfth grade are based on working in teams to obtain measurements on either lab bench top or pilot plant sized equipment depending on the level of educational development of the students. In all cases, students are taught how to analyze the data taken, organize, and write report, and then give an oral presentation to the faculty and classmates. Based on student response, the students have enjoyed the chemical engineering and chemistry lecture/laboratory experience. Financial support for the programs is from the state, federal government and industrial sources.

Contact Information:
Deran Hanesian
Chemical Engineering
New Jersey Institute of Technology
Newark, NJ 07102
Phone: (973) 596-3597
E-mail: hanesian@tesla.njit.edu

Inquiry in the Preparation of Future K-12 Science Educators
Joseph A. Heppert, Steven B. Case, Janet B. Robinson, Dennis D. Lane, University of Kansas; Dean Zollman, Kansas State University

National standards for science education and science teaching practice place a high premium on K-12 science curricula that allow students to experience the excitement of scientific inquiry. In order to effectively implement inquiry-based curricula, science teachers need to have an excellent grounding in science content areas and excellent role models in inquiry-based science instruction. Unfortunately, few university science programs model the kind of effective pedagogy that we are asking elementary and secondary teachers to adopt.

This workshop will discuss mechanisms to change the paradigm for preservice science teacher preparation toward an inquiry-based model. The workshop will examine a variety of issues including:

• Motives and pedagogical need for inquiry in science instruction.
• Developing and training inservice teachers to use inquiry-based K-12 curricula.
• An inquiry-based physics course for future elementary teachers.
• Using 5-step learning cycles to construct chemistry laboratory experiments.
• Integrating environmental research projects into the K-12 classroom.

Contact Information:
Dr. Joseph A. Heppert
University of Kansas
Jheppert@ukans.edu

Using "The Organism" as a Conceptual Focus in Introductory Biology
William Hoese, Duke University

The organism is a particularly important level of biological organization for many reasons, not the least of which is the fact that natural selection acts on individual organisms. Thus, biological processes--from the level of molecules to the level of ecosystems--are best understood in the context of the organisms within or among which they occur. Further, focusing on organisms captures students' imagination and stimulates interest in biology. We created a series of open-inquiry based exercises that uses "the organism" as a conceptual focus throughout our introductory biology course. We designed the exercise to stimulate student interest in biology while helping students learn scientific methods. Students choose an organism from a list of genera. The list of organisms consists of 40 genera from 4 kingdoms. Students are given the taxonomic hierarchy for their organism, but not its common name. As part of their first assignment, students simply have to figure out what kind of organism they have chosen. The "organism" project gradually builds across the semester, starting with students asking questions about their organism, then developing testable hypotheses and designing experimental tests focused on their organism. The project culminates with each student preparing and delivering an oral research proposal for testing a hypothesis that they have developed during their semester-long study of their organism. Students may focus their investigations at any level of biological organization, not just the organismal level; thus students have opportunities to identify and develop their own interests in the context of "the organism" project.

Contact Information:
William Hoese
Department of Zoology
Duke University
Box 90325
Durham, NC 27708-0325
Phone: (919) 668-6181
FAX: (919) 684-6168
Email: hoese@duke.edu

Project Based Undergraduate Physics Education at Creighton University
M.L. Horner, M. Lee, M.G. Nichols, M. Cherney, J.E. Seger, Creighton University

Creighton University consists of nine colleges and schools, including several schools in the health sciences; Creighton does not offer an engineering program. To better serve this community, the Physics Department has been developing and using teaching methods emphasizing conceptual reasoning and versatile problem solving strategies in the introductory physics courses. In and out of class, students participate in small working groups. Rather than traditional step-by-step laboratory exercises, we are using open-ended projects to integrate practical tools and techniques into the introductory curriculum. Students create and develop the procedures for their projects which, along with their thoughts and observations, are recorded in personal laboratory notebooks akin to those used in professional settings. These project laboratories arose out of successful undergraduate research involvement in Physical Optics, Atomic Physics, Biological Physics, and High Energy Physics. Our implementation of peer group learning and project laboratories, as well as the successful undergraduate research environment at Creighton which led to these innovations, will be described in the context of serving our students by embedding physics in the integrative vision of the liberal arts tradition.

Contact Information:
Michele Lee
1005 Kenefick Hall
Phone: (402) 546-8163
Email: twixie@creighton.edu

Shaping the Future of Undergraduate Earth Science Education: Innovation and Change Using an Earth System Approach.
M. Frank Watt Ireton, American Geophysical Union

The American Geophysical Union, in cooperation with the Keck Geology Consortium and with support from five divisions within the National Science Foundation, convened a workshop November 1996 to define common educational goals among all disciplines in the Earth and space sciences. Key topics identified for consideration by the workshop participants were the questions of "why," "what," and "how" to engage education through an Earth and space system sciences approach; the related topics of integration of research and education; changing the academic culture; diversity issues; and K–12 and lifelong education to meet the needs of all students. The workshop brought together a diverse group of 48 faculty members, department chairs, deans, government representatives, and NSF observers with the goal of seeking the broadest representation of discipline, institution type, geographic distribution, and demographics. Each group exchanged ideas via e-mail prior to the workshop, which contributed greatly to the effective composition of this document. At the workshop each working group met initially to articulate the central ideas to be addressed by the group. Opportunities were provided at the workshop for inter-group exchanges, and draft documents were produced by each group. These drafts were placed on the AGU web site for comments by the geoscience community. After the comment period and final editing, the workshop proceedings, Shaping the Future of Undergraduate Earth Science Education: Innovation and Change Using an Earth System Approach, were released at the 1997 AGU Spring Meeting in Baltimore, MD. The document also is available on the AGU website.

Contact Information:
M. Frank Watt Ireton
American Geophysical Union
2000 Florida Avenue, NW
Washington, DC 20009
Phone: (202) 777-7508
Email: fireton@agu.org

Guiding Student Research in an Inquiry-Based Laboratory
Robert J. Joly, Purdue University

Science is best explored through participation, where students are closely engaged in the process of discovery. We have pursued the goal that students in an undergraduate plant physiology course be immersed in authentic scientific inquiry, where the outcome of experiments is not known in advance and where students have a substantive role in hypothesis development and experimental design. The approach appears to foster a capacity for connective, integrative thinking. Students develop competency in judging the reliability and significance of experimental results and in evaluating whether conclusions drawn are justified. However, the need for instructors to manage the student research creates potent challenges for the adoption of inquiry-driven laboratories, especially where class size exceeds about 50 students. A structured discussion will seek to generate as many solutions as possible to the questions "What helps a student to learn in an inquiry-based laboratory?" and "How do I best provide guidance and support during student experimentation?" The focus of the workshop will be on the obstacles and challenges to implementing inquiry-based laboratory instruction in undergraduate science courses. Several consensus strategies will be expected to emerge from the session that will help us to deal with the practical problems of (a) providing a strong focusing goal, yet with minimal directions, (b) logistical considerations of multiple ongoing experiments and (c) effective deployment of teaching personnel. The goal of the workshop is not to convince instructors of the merits of the approach, but rather to focus on the impediments to its implementation. Supported by NSF grant DUE-9451170.

Contact Information:
Robert J. Joly
Purdue University
Center for Plant Environmental Stress Physiology
1165 Horticulture Bldg.
West Lafayette, IN 47907-1165
Phone: (765) 494-6997
Email: joly@purdue.edu

Science Education for All: Effective Undergraduate General Education Classes That Turn the Rhetoric into a Reality
Leslie S. Jones, Phyllis E. L. Anderson, Kavita R. Dhanwada, University of Northern Iowa

Recent calls science education reform emphasize the need for effective approaches to undergraduate general education in order to address the need for "Scientific Literacy." Rather than water down the material in introductory major's courses, there is a need to enhance the presentation of science making it relevant and interesting to a broad section of the populace through the selection of content and innovative pedagogical strategies. This session will involve the connected presentation of three posters in an interactive format. One poster will examine the "Science Pipeline Issue" that has been the dominant educational philosophy our field. The other two present specific courses that each serve a distinct purpose to satisfy the mandatory general education requirement for biology at our university. One class, Life: Continuity and Change, centers on the relevance that human health-oriented content holds for college students. It showcases a variety of classroom presentations and instructional technologies that work for the "large lecture with associated lab class" format. The second, Activity Based Life Science, is a special offering for Elementary Education majors. This class uses a block schedule (2-hour combination of lab/lecture) and team-teaching of modest-sized sections to merge an Inquiry-Oriented, Hands-On experience with delivery of selected science content. The content focus is the diversity of life and ecosystems since this content can be used in early childhood life science teaching.

Contact Information:
Leslie S. Jones
Assistant Professor of Biology/Science Education
Department of Biology
2759 McCollum Science Hall
University of Northern Iowa
Cedar Falls, Iowa 50614-0421
Phone: (319) 273-7153
FAX: (319) 273-7125
Email: leslie.jones@uni.edu
http://www.bio.uni.edu/department/faculty/jones.html

Learning Science by Doing Science at Texas A&M University
Robert A. Kennedy, Texas A&M University

Texas A&M University has developed a comprehensive program of science education from hosting high school students in summer research programs to sponsoring a week dedicated to undergraduate and graduate student research as well as training science teachers at all levels of instruction. The University assists students in understanding the importance of science and their role for the future. Each semester about 1500 students participate in independent studies with professors, and last spring a group of students traveled to the state capitol to present their research projects to legislators and the public. Students involved in research learn critical thinking skills, communication skills and teamwork which will prepare them for any career path they choose. These programs benefit students directly but also contribute to science literacy beyond the University. The Office of the Vice President for Research and Associate Provost for Graduate Studies is largely dedicated to research and supports many of these programs.

Contact Information:
Robert A. Kennedy
312 Jack K. Williams Administration
College Station, TX, 77843-1112
Phone: (409) 845-8585
FAX: (409) 845-1855
Email: rak@rgs.tamu.edu
http://www.tamu.edu/researchandgradstudies/

Holistic Science Education: A Learning-Centered Model for Providing Research Experiences for Undergraduates
Grace E. Kissling, Mary K. Sandford, Eileen M. Jackson, Georgieann Bogdan, University of North Carolina-Greensboro

This poster illustrates the key features of a new program to provide undergraduates with the opportunity to gain first-hand experiences in scientific research. Funded by the Research Experiences for Undergraduates directorate of the National Science Foundation (Award # SBR 9732417), we developed this project largely in response to concerns over the underrepresentation of women, minorities and persons with disabilities in the sciences and mathematics. In addition to enhancing the students' ability to conduct scientific research, primary goals of this project are to increase their understanding of scientific processes, to deepen their awareness of scientific ethics and the role of science in the contemporary world and to promote their personal and intellectual growth

A cohort of eight - ten students participate in the program over the course of an academic year by becoming active participants in an on-going investigation of human skeletal material from an archaeological site. Although research in physical anthropology and osteology forms the basis for our particular initiative, our model could be adapted by other disciplines. The curriculum for the program includes completion of four courses covering disciplinary-specific information and research methods as well topics related to personal and professional development, including leadership skills, group process and career choice. Our approach emphasizes a learning-centered paradigm, and the students and staff constitute a learning community. A format for group process known as "council," used in some of our laboratory and class meetings, facilitates community-building, student involvement and interpersonal communication (Baldwin, 1998; Sandford et al., 1999). Our pedagogical methods are adapted from active, collaborative and problem-based models and are infused throughout the two-semester course of study. During the course of the year, for example, students develop and pursue their original research questions in collaboration with their professors and peers.

Our poster includes key lessons that both faculty and students have learned through participation in our project, now in its second year. While from the professor's perspective this program clearly is labor- and time-intensive, student learning is enhanced by their participation in a learning-centered research environment. In our opinion, holistic science education, which affords integrated opportunities for scholarly, intellectual and personal growth, should increase the recruitment and retention of underrepresented groups in the sciences.

Sources: Baldwin C. 1998. Calling the Circle: The First and Future Culture (Bantam)

Sandford, M.K., Kissling, G.E., Jackson, E.M., and G Bogdan, "Providing Research Experiences for Undergraduates through an Experimental Program for Learning in Community."

Poster presented at a Conference on "Creating and Sustaining Learning Communities: connections, Collaboration, and Crossing Borders, " Tampa Busch Gardens, March 11.

Contact Information:
Grace E. Kissling
Department of Mathematical Sciences
UNCG, Greensboro, NC 27402
Phone: (336) 334-5836
Email: gekissli@uncg.edu
http://www.uncg.edu/~gekissli;

Mary K. Sandford
Associate Dean, College of Arts and Sciences
UNCG, Greensboro, NC 27402
Phone: (336) 334-3186;
Email: sandford@uncg.edu

I'm Not Your Mother Duck – The Downside of Educational Technology
W. R. Klemm, Texas A&M University

Like baby ducks imprinted to follow their mama, students who are spoon-fed knowledge in teacher-centric learning environments are trapped in limited repertoires. They may perform well in a limited number of academic behaviors, but their capacity for independent and inter-dependent thinking so essential to the practice of science is seriously diminished.

Educational technologies are deployed primarily to deliver information. This pervasive emphasis magnifies the typical teacher-centric teaching mode that imprints students as passive learners (isn't television bad enough?). Technology tempts professors to put even more emphasis on delivery of content as opposed to helping students to become independent and creative learners. Where and how do we teach students to find, assimilate, and apply information on their own? Where and how do they learn to create new information and insights?

Four years ago, we began testing an asynchronous Internet software collaboration system, FORUM (www.foruminc.com). We wanted an anytime/anyplace environment so that students would have time to nurture creative thought and to reflect on issues. The software supported intense interactivity among students and with content in ways that were not possible with ordinary e-mail organizing systems. This presentation demonstrates some of our uses of FORUM for individual and group work that goes beyond "imprinting the ducklings." Illustrated are examples of how to stimulate insight, creativity, and ability to organize and apply information.

Contact Information:
W. R. Klemm, D.V.M., Ph.D.
Professor of Neuroscience
Texas A&M University
Dept. VAPH, Mail Stop 4458
College Station, TX 77843-4458
Email: wklemm@cvm.tamu.edu
www.cvm.tamu.edu/wklemm

Paper Towel Activity – A Guided Inquiry
Phyllis S. Laine, Linda J. Heath

This demonstration requires a minimum of 30 minutes.
Participants will be actively engaged in doing inquiry.
Beginning times will be posted at the booth in the poster session area.

This activity exposes the student to guided inquiry. Just one question is proposed to begin the investigation. Students are not given either a method or a procedure. They are grouped into research teams of 3-4 members. The teams are provided with a variety of materials, but must design their own approach. The teams begin by starting a prediction to the question and then they carry out their experiment to produce data. The data are analyzed and each team uses an overhead transparency or newsprint to present to the class their prediction, results (evidence) and conclusion to the investigation. In addition, they must describe the method their team used to generate the data presented. The class asks questions and moves into a discussion of the results.

The activity is introduced by a short presentation of how the National Science Educational Standards views inquiry. Closure includes a discussion of how to expand the inquiry idea to math, earth science, and business as well as how one assesses this type of teaching and what are the characteristics of an inquiry classroom.

Contact Information:
Phyllis Laine
Biology Dept.
Xavier University
Cincinnati, OH 45207-4331
Phone: (513) 745-2062
Email: laine@xavier.xu.edu

Research for Undergraduates, Near and Far... An Overview of Programs at Pacific Northwest National Laboratory
R. Eric Leber, Pacific Northwest National Laboratory

This presentation will address the activities and opportunities offered to undergraduate students at the Pacific Northwest National Laboratory of the U.S. Department of Energy. Approximately 300 undergraduates annually participate in the Laboratory's research-related programs, which cut across a broad spectrum of the sciences and technologies and emphasize the energy and environmental fields. Highlighted will be the current mechanisms used to engage students in this process, including the:

• Energy Research Undergraduate Laboratory Fellowship program;
• Community College Initiative;
• Faculty-Student Teams initiative;
• LabLinks (involving several national laboratories in a coordinated, articulated program);
• "Hanford in Context" course, jointly developed with Washington State University;
• University Capabilities Database (on-line, searchable resource for collaborations);
• Online Learning Environment ("OLE"), jointly developed with WSU and the University of Idaho;
• "Collaboratory" for distance research in chemistry, biology, physics, and astronomy through PNNL's William R. Wiley Environmental Molecular Sciences Laboratory.

Contact Information:
R. Eric Leber, Ph.D.
Manager, College and University Relations
Pacific Northwest National Laboratory
P.O. Box 999
Richland, Washington 99352
Phone: (509) 375-2730
FAX: (509) 375-2576
Email: Eric.Leber@pnl.gov
http://www.pnl.gov/education

Ten Years of Lessons at the Physiology Lectern: Test Often and Test Deep
John Lepri, UNC at Greensboro

For the past ten years, I have delivered about 45 hours of lectures each semester in a sophomore-level mammalian physiology course. When relying on hour-long exams as a primary determinant of grades, this and other fact-filled science classes often frustrate students due to the overwhelming amount of new material delivered in lectures, labs, and assignments. Also, tests spaced a month apart lead to dangerous lapses in students' efforts to stay abreast of the material. In response, I have altered my syllabus so that students now face a 20-minute quiz every fourth lecture. I have retained the 3-hour, cumulative final exam; admittedly, recent scores on the final exam don't show much improvement compared to those of students tested only three times during the semester. However, evaluation forms completed by the students indicate a higher degree of satisfaction with frequent quizzes compared to infrequent hourly exams, but many complicating factors must also be considered in such an analysis.

Contact Information:
John J. Lepri
UNCG-Biology
Greensboro, NC 27402-6174
Phone: (336) 334-4960
Email: jjlepri@uncg.edu
http://www.uncg.edu/~jjlepri

The American Society for Microbiology and Undergraduate Microbiology Education
Linda Simpson, Univ. North Carolina - Charlotte; Mary Anne Sullivan, Univ. St. Thomas; Lynn O. Lewis, Mary Washington College.

The American Society for Microbiology (ASM) has a history of a strong commitment to education through programs initiated by the Board of Education and Training. This commitment has been expanded over the past several years through a number of initiatives. In 1993, a new Division was established, bringing together individuals whose major emphasis is on microbiology education. Specific programs initiated by this group will be discussed, including the annual Undergraduate Education Conference held in conjunction with the national ASM meeting, undergraduate student research fellowships, and a Gordon Conference focused on undergraduate education. In addition, materials will be presented from several other educational initiatives including the development of a peer-reviewed Instructional Library and the Microbial Literacy Collaborative. Further, the newest initiative, a video series entitled "Intimate Strangers: Unseen Life on Earth", will be introduced.

Contact Information:
Lynn O. Lewis
Dept. Biological Sciences
Mary Washington College
1301 College Ave.
Fredericksburg, VA 22401
Phone: (540) 654-1415
FAX: (540) 654-1081
Email: llewis@mwc.edu

Constructing Environmental Impact Statements: An Organizational Focus for Environmental Science Laboratory Courses
Susan Libes, Coastal Carolina University

Preparation of an environmental impact statement (EIS) is used as the organizational focus for an undergraduate lab course in environmental science. Students work collaboratively through the semester to prepare an EIS following National Environmental Policy Act (NEPA) guidelines. This involves several stages of activity including a scoping process, field sampling, and laboratory analyses followed by modeling of the results to predict impacts as well as report writing. To maximize student interest and make sampling practical, the proposed activity for which the EIS is prepared is best locally based. Laboratory analyses are performed using the US EPA's standard methods and can include the following elementary, but essential measurements: temperature, dissolved oxygen, pH, alkalinity, conductivity, turbidity, color, coliform bacteria, and nutrients. Advanced courses can include measurement of trace metals, petroleum hydrocarbons and chlorinated pesticides. The completed EIS is defended in a mock public hearing in which students play assigned roles. In addition to requiring a high degree of group work, this approach emphasizes the interdisciplinary nature of environmental science as well as the difficulty of using scientific data to perform risk assessments. Preparation of an EIS is a federal or state requirement for many construction projects and hence students get a chance to experience a potential career area as well as acquire a marketable skill. This type of approach is also suitable for other courses, such as biology or interdisciplinary studies. The latter can involve business, sociology, archaeology and economics majors as these areas are part of a thorough environmental assessment.

Contact Information:
Dr. Susan M. Libes
Departments of Marine Science and Chemistry
Coastal Carolina University
P.O.B. 261954
Conway, SC 29528-6054
Phone: (843) 349-2218
FAX: (843) 349-2545
Email: susan@coastal.edu

Teaching without Lecturing: Quantitative Inquiry-Based Activities for the Environmental Sciences
Susan Libes, Jane Guentzel, Coastal Carolina University

We will hold an interactive demonstration of a variety of quantitative inquiry-based assignments developed for a junior-senior level course in environmental and/or marine chemistry. These activities are multidisciplinary and research-based, i.e. they rely on data excerpted from recent peer-reviewed publications. The assignments used in lecture are designed to be completed in less than twenty minutes by groups of three and reinforce basic computational activities, primarily dimensional analysis as applied to the lecture material. These assignments prepare the students for more lengthy versions that can be performed in a recitation session, a laboratory period or as homework. We will try at least two of the short assignments in our workshop with attendees working in groups of three. The lengthy activities require students to analyze a dataset within the context of an environmental setting or problem. This analysis involves graphing and computational activities. Students are prompted to interpret their findings by providing narrative answers to questions spread throughout the exercise. Some of these lengthy assignments require use of computer-based models. Others require that a spreadsheet be used for repeating lengthy computations. We will lead our workshop "class" through one longer assignment and then preview two others. Assessment results from two semesters of usage will be presented during a post-demonstration round-table discussion. We will also discuss pitfalls to avoid as well as other strategies for avoiding lecturing in large and small classes. We are planning on publishing our exercises for use in interdisciplinary courses such as marine chemistry, environmental chemistry and environmental science.

Contact Information:
Dr. Susan M. Libes
Departments of Marine Science and Chemistry
Coastal Carolina University
P.O.B. 261954
Conway, SC 29528-6054
Phone: (843) 349-2218
FAX: (843) 349-2545
Email: susan@coastal.edu

Strategies for Successful Science - a Women's College Perspective
Virginia Lyons, Trinity College of Vermont

The Women's College environment provides opportunities to uniquely educate undergraduate women in the sciences. Trinity College serves traditional aged women and nontraditional aged men and women students. Lessons from research, faculty development activities, and curricular offerings at Trinity College of Vermont provide strategies for successful education of undergraduate science students, preservice and graduate science educators. Research on academic barriers and strategies for equitable science teaching is the base for college wide professional development, undergraduate course offerings and summer institute activities for middle and high school teachers. Many of these activities were funded by the Vermont Institute for Science, Math and Technology (VISMT) - an NSF program. Equity in Science Education is the major theme for faculty development and course offerings discussed. Unique curricular experiences include the integration of the History of Women in Science with senior seminar experiences, collaborative interactive lecture and laboratory experiences (including case study and field experiences), and graduate level courses for middle and high school teachers. The latter are offered each summer by the Trinity Institute for Math, Science, and Technology. Additional research based strategies relate to advising, independent study, and honors programs.

Contact Information:
Virginia Lyons, Professor of Biology
Trinity College - NSM
Colchester Ave.
Burlington, Vt. 05401
Phone: (802) 846-7154
Email: Lyons@charity.trinityvt.edu

Student Perspectives on Undergraduate Research Experiences in Chemistry and Biology
P.A.Mabrouk, Kristen Peters, Northeastern University

Surprisingly, there is very little information available in the science education literature about the undergraduate research experience - either how to involve students or how to ensure that the research experiences are meaningful to students. Therefore, we have carried out an educational study of a number of students at colleges and universities across the country who have been involved in undergraduate research experiences in chemistry or biology in order to identify what factors are important in designing a "successful" undergraduate research experience. Results of the study and their implications for the design and implementation of meaningful undergraduate research experiences will be presented.

Contact Information:
Patricia Ann Mabrouk
Department of Chemistry
Northeastern University,
Boston, MA 02115
Phone: (617) 373-2845
Email: pmabrouk@lynx.neu.edu

A Problem-Based Learning Approach to Analytical Chemistry
P.A.Mabrouk, Northeastern University

The field of analytical chemistry has changed tremendously over the past twenty-five years. In the past, analysts used volumetric methods such as titrimetry to quantitate different species present in relatively large concentration in relatively homogeneous samples. Today scientists from a wide range of fields use analytical methods which are now usually instrumental to quantitate species present often in trace concentrations in both homogeneous and heterogeneous samples. These fundamental changes in the discipline of analytical chemistry have led me and a number of others around the country to change what we teach and how we teach analytical chemistry both in the classroom and in the laboratory. The result has been the creation of a new PBL-based course called "Bioanalytical Chemistry" in which students working in teams learn about the theory, instrumentation, and procedures associated with several relatively new analytical methods in the context of investigating a genuine research problem in the analytical laboratory.

Contact Information:
Patricia Ann Mabrouk
Department of Chemistry
Northeastern University
Boston, MA 02115
Phone: (617) 373-2845
Email: pmabrouk@lynx.neu.edu

Hands on Learning in General Education Math and Science Courses at Hope College
Catherine Mader, Graham Peaslee, Janet Andersen, Hope College

Recent revisions of the general education requirements at Hope College have provided a mechanism for creating several new science and mathematics courses within the Natural Science division. These courses are intended for a non-science audience and all of these courses strive to engage the students in the scientific process through hands-on activities. This poster will summarize several of the 12 new courses developed at Hope College ("Mathematics for Public Discourse", "Science and Technology in Everyday Life", "The Atmosphere and Environmental Change", "Populations in Changing Environments", "Stars and Planets", "The Chemistry of Our Environment", "Evolution of Dinosaurs", "Natural History of Western Michigan", "Biology of Bread-Making", "The Night Sky", "Unweaving the Web" and The Science of Power"). In addition, interactive demonstrations of several activities from these courses will be included.

Contact Information:
Catherine Mader
Department of Physics
Hope College
Holland, MI 49422-9000
Phone: (616) 395-7114
Email: mader@hope.edu

An Inquiry-Based Biology Curriculum Designed to Emphasize Interdisciplinary Connections
Wayne Magee, Presley F. Martin, Drexel University

A programmatic approach was used to revise the first two years of the biology curriculum at Drexel University based upon interactive, inquiry-based laboratories in which students work in groups, design and carry out their own experiments and report the outcomes. Interdisciplinary connections to humanities, chemistry, mathematics and physics were considered to be especially important, since most projects require students to apply knowledge and skills from several fields. Consequently, biology faculty worked with faculty in each of these disciplines to enhance connections to biological topics in courses that the students take, and in the case of humanities, to emphasize writing, abstracting and analysis of written materials. Students are block scheduled into the appropriate courses or recitation/laboratory sections. Computers are used extensively to support the inquiry-based projects. Qualitative assessm