Program: 1999 Sigma Xi Forum

Reshaping Undergraduate Science and Engineering Education: Tools for Better Learning
November 4-5, 1999, Hyatt Regency, Minneapolis, MN
In conjunction with the Sigma Xi Annual Meeting, November 5-7, 1999.

Thursday, November 4, 1999

8:30 - 9:30 a.m.
Opening Session
Welcome and Introduction
Peter Blair, Executive Director, Sigma Xi
Peggie Hollingsworth, University of Michigan, President, Sigma Xi

Plenary Talk: Why Inquiry?
Peggie Hollingsworth, University of Michigan, President, Sigma Xi
Bruce Alberts, President, U.S. National Academy of Sciences

9:30 - 10:15 a.m.
Break/Posters/Demonstrations/Exhibits
Throughout the conference, the Ballroom will house a variety of contributed posters, demonstrations from educators, and exhibits that demonstrate products and techniques associated with inquiry-based learning. Many workshop presenters will also be presenting posters (not listed here). The following list of posters and demonstrations, each linked to an abstract, is alphabetical by presenting author (additional contributors are listed on the abstracts).

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

Connecting Science and Mathematics General Education Courses through Inquiry-Based Learning
Janet Andersen, Hope College

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

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

Enhancing Undergraduate Education Through Research
Sandra J. Bonetti, Melvin Druelinger, University of Southern Colorado

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

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

Ways of Knowing Biology
Jan Cheetham, University of Wisconsin

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

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

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

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

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

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

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

Peer Instruction: Getting Students to Think in Class
Adam P. Fagen, Harvard University

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

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

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

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

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

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

The New Jersey Institute of Technology Educational Learning Assistants Program
Clarisa Gonzalez-Lenehan, Angelo Perna, New Jersey Institute of Technology

Promoting Statistical Literacy: A Conceptual Approach to Teaching First-Year Students
Daniel A. Griffith, Syracuse University

The Evolution of a Freshman Engineering Program to Introduce Freshman to Engineering Design through Experimental Disciplinary/Interdisciplinary Courses
Deran Hanesian, Angelo Perna, Newark College of Engineering

Introducing Underrepresented K-12 Students to Science and Engineering through an Experimental Chemistry - Chemical Engineering Program
Deran Hanesian, Angelo Perna, Newark College of Engineering

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

Using "The Organism" As A Conceptual Focus In Introductory Biology
William J. Hoese, Duke University

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

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

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

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

Overview of Undergraduate Research Conducted at Texas A&M University
Robert A. Kennedy, Texas A&M University

Holistic Science Education: A Learning-Centered Model for Providing Research Experiences for Undergraduates
Grace E. Kissling, University of North Carolina-Greensboro

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

Paper Towel Activity - A Guided Inquiry
Phyllis S. Laine, Linda J. Heath, Xavier University

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

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

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

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

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

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

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

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

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

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

Teaching Of Mathematics via Discovery-Based Instruction
William Ted Mahavier, Nicholls State University; Albert C. Lewis, Indiana University

Designing and Implementing Undergraduate Research Inquiries with WOWBugs
Robert W. Matthews, University of Georgia

Inquiry-Based Learning in Small Classes: The Evolution of a Pragmatic Scientific Psychology Curriculum
C. Harold McManus, Kimba U. Sambou, Saint Augustine's College; Sarah E. McManus, North Carolina State University

Analyzing and Understanding Journal Articles Using Guided Inquiry
Vicky Minderhout, Jeffrey Stephens, Seattle University

College Physics I: A Group-Oriented, (partially) Web-Based, Hands-On Approach
Victor J. Montemayor, Middle Tennessee State University

Immersing Ourselves: Integrating GIS and Inquiry-Based Learning for Regional Water Quality Assessment at Colby College
Philip J. Nyhus, David H. Firmage, F. Russell Cole, Colby College

Expanding the Research-Rich Environment at Hope College
Graham F. Peaslee, Hope College

ChemConnections Workshop
Graham F. Peaslee, Hope College; Mary M. Walczak, St. Olaf College; Elizabeth J. Longely, University of St. Thomas

A Web-Based Instructional Tool (Oncourse) Helps Introductory Science Students Address Community Issues
Nancy J. Pelaez, California State University, Fullerton; Kim Ryder, Indiana University School of Medicine

Doing the Right Thing in System Programming Education
Thomas F. Piatkowski, Western Michigan University

Development of Science Leadership Courses for Community-Based Research
Benjamin A. Pierce, Baylor University

Integrating Computers into the Laboratory to Enhance Group Collaboration in a Project-Based Biology Curriculum
Bonnie J. Ploger, Presley F. Martin, Hamline University

Undergraduate Educational Research Using Radio Astronomy
Preethi Pratap, MIT Haystack Observatory; Gerald Ruch, University of Minnesota

The Texas Partnership for Excellence in Teacher Preparation
Katherine Price, Texas A&M University-Corpus Christi

New Strategies for the Introductory Physics
Classroom
R.D. Ramsier, University of Akron

Cross-Border Shopping: Interdisciplinary Learning for Undergraduates
Patangi K. Rangachari, McMaster University

LabVIEW in the Undergraduate Physical Chemistry Laboratory
Scott W. Reeve, William Burns, Arkansas State University

Teach (Historical) Creationism
Robert S. Root-Bernstein, Michigan State University

Encouraging Young Investigators: Publishing Undergraduate Student Research
Robert F. Rycek, Richard L. Miller, University of Nebraska at Kearney

A Thematic Approach for Instuction of an Undergraduate Science Course for Non-Science Majors
Roger Sandwick, F. Daniel Vogt, Plattsburgh State University

Bringing Real World Issues into Science and Engineering Classrooms
P.K. Raju, Chetan S. Sankar, Auburn University

Undergraduate Research Initiatives and Opportunities at Buffalo State College
Jill K. Singer, James D. Haynes, Buffalo State

Avoiding the Fatigue in Rationalizing Theoretical Computer Science Courses to Students
Lynn Stauffer, Sonoma State University

Teaching and Learning about Plate Tectonics Using Geographic Information Systems (GIS)
Catherine L. Summa, Winona State University

Designing and Implementing Investigative Laboratories in Introductory Undergraduate Science Courses
Marshall D. Sundberg, Emporia State University

Developing a Deeper Understanding of Inquiry in Science Instruction
Francis X. Sutman, Temple University and Rowan University; Joseph Schmuckler, Temple University

Analogy and Constructivism in the Botany Laboratory
Staria S. Vanderpool, Arkansas State University

The Surfaces Group: One Model for Interdisciplinary Undergraduate Research
Anne Walter, Mary Walczak, St. Olaf College

Project-Based Laboratory Instruction in Animal Physiology
Marcus Webster, Susan Chaplin, St. John's University

Can Teaching Science in the K-12 Classroom Be an Effective Tool for Learning Undergraduate Science?
Todd Wellnitz, Colorado State University

Investigative Learning: Putting the Laboratory First
Ian G. Welsford, James Madison University; Kelly D. McConnaughay, Eric Stabenau, Bradley University

Trial By Fire: Learning Science By Doing Science
Larry E. Wimmers, Katherine J. Denniston, Towson University

Experiences with Tools for Better Learning in a Large Introductory Science Course
Douglas Yarger, Iowa State University

Inquiry Based On-Line Learning in Applied Environmental Microbiology
Anne E. Zayaitz, Kutztown University

10:15 - 11:15 a.m.
Invited Sessions: Best Practices

Inquiry in Large Classes
This session will explore pedagogy and techniques for creating a student-centered learning environment in a large classroom setting, particularly in introductory courses. Presenters will model active and cooperative strategies for engaging students in individual reflection and interpersonal interaction. Learning cycle models will be described for promoting inquiry in large classes. A brief overview of the SCALE-UP project at NC State will be provided. Underlying theory and experimental evidence will be presented along with results of a year-long project "From small groups to learning communities: Energizing large classes."

Moderator: Jaleh Daie, The David and Lucile Packard Foundation
Robert Beichner, North Carolina State University
Karl Smith, University of Minnesota

Project Based Learning
Project experiences that meet real-world needs enhance students' motivation, understanding of concepts, and preparation for professional practice. This session will focus on two highly successful examples of such problem-based learning: the Engineering Clinics Program at Harvey Mudd College, and the Future Car Initiative sponsored by the United States Department of Energy. Professor Phillips has been a member of the Harvey Mudd faculty for more than 30 years and directed its Engineering Clinic for 17 years. Ms. Launey oversees Department of Energy initiatives to encourage development and testing of innovative concepts for fuel-efficient, non-polluting vehicles through competitions among student-faculty teams from participating universities. Both programs feature inquiry-based learning, with faculty serving as coaches and mentors.

Moderator: John Prados, University of Tennessee, Past President of Sigma Xi
Rich Phillips, Harvey Mudd College
Shelley Launey, U.S. Department of Energy

Inquiry in Small Classes
This interactive session will explore the applications of student-centered inquiry-based learning in a small classroom setting. The "Three Ring Circus" model, where the student research teams rotate through several research stations from week to week, will be discussed. Other topics will include scientific communication, including reading the literature, writing, and orally presenting scientific work, and students' grasp of the variability of the data. Further, discussion will be encouraged among session attendees about who chooses the research questions and how we, as faculty members, organize and coalesce student interest into sub-projects that support a larger question. The "class project" for this session involves the techniques we use to manage student energy and intitiative in a class setting where we have certain educational objectives but want real student engagement and creativity. The ideas of the participants in the session will comprise our "data," and so we will inquire together.

Moderator: Lynn O. Lewis, Mary Washington College
Lee Meserve, Bowling Green University
Larry Winship, Hampshire College

Research Experiences
This session will explore the use of collaborative undergraduate research projects in helping students learn to think scientifically. We will start our discussion with brief descriptions, from both students and mentors, of different types of undergraduate research experiences that have proven successful. These include individual research projects where a student and a mentor interact one on one, group projects in which a small number of students work collaboratively on a single project, course-based research in which an entire class participates in an original research project, and the traditional summer REU program where several students work on separate projects in a common environment. Key questions for discussion will include: Why are student research experiences valuable? What is the role of collaboration in student research? What are the key elements of successful research experiences? Can these kinds of collaborative student research experiences be effectively integrated into the professional development and scholarship of the faculty mentors?

Moderator: Cathy Manduca, Keck Consortium, Carleton College
Shelby Boardman, Carleton College
John Blondin, North Carolina State University
Christina Berglund, Carleton College
Dargan Frierson, North Carolina State University

11:30 a.m. - 12:30 p.m.
Workshops

Peer Instruction: Getting Students to Think in Class
Adam P. Fagen, Harvard University

Tools for Thinking
Robert Root-Bernstein, Michigan State University

Inquiry in the Preparation of Future K-12 Science Educators
Joseph Heppert, University of Kansas

Bringing Real World Issues into Science and Engineering Classrooms
P.K. Raju, Auburn University

Investigative Learning: Putting the Laboratory First
Ian Welsford, James Madison University

12:30 p.m.
Break for Lunch

1:00-1:45 p.m.
Roundtable Discussions/Brown-Bag Lunch: Best Practices

Roundtable discussions will be moderated by the presenters from each session in this segment. The Hyatt Regency will arrange for their restaurants to make take-out meals available for participants to bring along to the sessions.

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

A Thematic Approach for Instruction of an Undergraduate Science Course to Non-Science Majors
Discussion Leaders: Roger Sandwick, F. Daniel Vogt, Plattsburgh State University

Inquiry in Large Classes
Discussion Leaders: Robert Beichner, North Carolina State University; Karl Smith, University of Minnesota; Jaleh Daie, The David and Lucile Packard Foundation

Project Based Learning
Discussion Leaders: Rich Phillips, Harvey Mudd College; Shelley Launey, U.S. Department of Energy; John Prados, University of Tennessee

Inquiry in Small Classes
Discussion Leaders: Lee Meserve, Bowling Green University; Larry Winship, Hampshire College; Lynn O. Lewis, Mary Washington College

Research Experiences
Discussion Leaders: Shelby Boardman, Carleton College; John Blondin, North Carolina State University; Cathy Manduca, Carleton College

2:00-3:00 p.m.
Plenary Session

Shaping the Future: A Retrospective
John Moore, Grove City College, Past President of Sigma Xi
Mel George, President Emeritus, St. Olaf College and Chair, "Shaping the Future" Advisory Committee

3:00-4:00 p.m.
Invited Sessions: Environment

Effecting the Cultural Change Needed to Implement Inquiry-Based Learning
The work of building and sustaining strong undergraduate prgorams in science, math, and engineering takes the imagination, effort, and conviction of risktakers who are able to conceive ofa new idea, figure out how to implement it and have the energy and time to spread the word about their work. What is critical to the process of institutional transformation is this communication to a larger audience about what works (and what does not work) in strengthening students' learning. The adapters must get involved in the process of creating and sharing ideas both about why new approaches should be explored and about the techniques and resources needed for effective implementation. The panelists in this session will speak about their experiences as agents of change (Heller), about building networks (Narum), and about the need to adapt and link these activities to changing environments (Morse).

Moderator: M. Patricia Morse, University of Washington, Past President of Sigma Xi
Jeanne Narum, Project Kaleidoscope
Patricia Heller, University of Minnesota

Developing Partnerships
This session will explore how partnerships between academia and industry, among academic institutions, and between disciplines within an institution can create a strong foundation for an environment of inquiry-based learning. This interactive session will have panelists representing the experiences of a public and private university, as well as of a grant giver. The contributions that each of the elements of the partnership can bring to the table will be discussed and particular attention will be given to the complex issues of interdepartmental and interdisciplinary collaboration. This is an area in which perhaps the greatest difficulties are encountered and where the experiences of the panelists and of the audience will be particularly useful.

Moderator: George Bugliarello, Polytechnic University, Past President of Sigma Xi
Elizabeth Ambos, California State University, Long Beach
Michelle Seidl, Pew Charitable Trusts

Creating a Research-Rich Environment
The panelists will use their collective experience to engage the audience in a discussion of how to create a research-rich environment on campus. A research-rich environment exists where research is recognized as a primary learning method at all levels of higher education. Ray Fornes will share examples of methods currently being used at North Carolina State University to create an atmosphere where research is used to stimulate learning and creative thinking. Elaine Hoagland will discuss some of the things that the Council on Undergraduate Research does to facilitate a research-rich environment at primarily undergraduate institutions. She will pose some challenges to implementing a research-rich environment that have been brought before CUR, and ask the audience to respond. The key challenge may be to recognize and respect different modes of teaching among faculty members in an academic department, while encouraging growth and change, and promoting a research-based environment as a whole. The audience will be challenged to share untried ideas of how research can be used as a learning tool for undergraduates.

Moderator: W. Franklin Gilmore, Montana Tech of The University of Montana
Raymond Fornes, North Carolina State University>
Elaine Hoagland, Council on Undergraduate Research
William M. Whitney, National Conferences on Undergraduate Research

4:00-4:45 p.m.
Break/Posters/Demonstrations/Exhibits (see list above)

4:45-5:45 p.m.
Workshops

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

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

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

ChemConnections Workshop
Graham F. Peaslee, Hope College; Mary M. Walczak, St. Olaf College; Elizabeth J. Longley, University of St. Thomas

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

5:45-6:30 p.m.
Roundtable Discussions: Environment
Roundtable discussions will be moderated by the presenters from each session in this segment of the conference.

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

Strategies for Successful Science - a Women's College Perspective
Discussion Leader: Virginia Lyons, Trinity College

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

Effecting the Cultural Change Needed to Implement Inquiry-Based Learning
Discussion Leaders: Jeanne Narum, Project Kaleidoscope; Patricia Heller, University of Minnesota; M. Patricia Morse, University of Washington

Developing Partnerships
Discussion Leaders: Elizabeth Ambos, California State University, Long Beach; Michelle Seidl, Pew Charitable Trusts; George Bugliarello, Polytechnic University

Creating a Research-Rich Environment
Discussion Leaders: Ray Fornes, North Carolina State University; Elaine Hoagland, Council on Undergraduate Research; W. Franklin Gilmore, Montana Tech of The University of Montana

Friday, November 5

8:30-9:30 a.m.
Contributed Workshops

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

Developing a Deeper Understanding of Inquiry in Science Instruction
Francis X. Sutman, Temple University and Rowan University; Joseph Schmuckler, Temple University

Designing and Implementing Investigative Laboratories in Introductory Undergraduate Sciences Courses
Marshall D. Sundberg, Emporia State University

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

9:30-10:30 a.m.
Invited Sessions: Tools for Better Learning
Use of Information Technologies in Undergraduate Education and Student Research
Four speakers present their experiences with telecommunication technologies in undergraduate education to help all students experience hands-on research. Topics include the interactive use of large numerical and spatial databases, such as the NSF/NASA digital library for earth-science education, and the remote control of research instruments, such as scanning probe microscopes.

Moderator: William Klemm, Texas A&M University
Jim Hays, Lamont-Doherty Earth Observatory, Columbia University
Alan M. Gaines, National Science Foundation
Jim Lightbourne, National Science Foundation
B.L. Ramakrishna, Arizona State University

Shaping the Future: The Next Generation
Big advances have been made in best-practice undergraduate education in mathematics, science, engineering, and technology. Refinements in best-practice approaches to undergraduate courses, including laboratory and field experiences, reflect improved understanding of how students learn. As these local improvements gain momentum, prospects grow for implementing effective institution-wide commitments to improved education. In this session, two institutions that are quite different in character will describe projects seeking such institution-wide improvements. At Millikin University, faculty have been developing a series of multi-departmental science experiments that integrate various laboratory experiences. At MIT, the faculty have turned to the issue of communication effectiveness, a frequently expressed concern of employees hiring new graduates by developing "A Communication-Intensive Undergraduate Program in Science and Engineering." These projects are indicative of the potential rewards and the level of the effort needed to implement successful institution-wide improvements in undergraduate curricula.

Moderator: Myles Boylan, National Science Foundation
John Askill, Millikin University
Gene M. Brown, Massachusetts Institute of Technology
Clarence Josefson, Millikin University

Tools for Assessing Inquiry-Based Learning
The teaching methods that are effective in providing an excellent undergraduate education are now established and many examples of best-practices are available, but assessment of the impact of these methods on student learning is essential for continuing reform. Moving beyond the classroom to assess the effectiveness of teaching methods is critical to understanding learning and teaching effectiveness. If assessment drives learning, the ninquiry-based assessment will foster inquiry-based learning. To probe students' understanding during the semester requires active formative classroom assessment techniques (CATs). The College-Level One team of the National Institute for Science Education synthesized a diverse set of CATs for use by science, engineering, and mathematics instructors. Using a guidebook as a model, the FLAG represents CATs with enough background information to employ specific assessment tools. The goal is to assist faculty to grow more reflective about student learning outcomes, especially with inquiry-based strategies. This session will address this and other approaches to classroom assessment, the differences and similarities between classroom and program assessment, closing the loop on the assessment process, and outlining a model for assessment plan development.

Moderator: Robert Beichner, North Carolina State University
Michael Zeilik, NISE and the University of New Mexico
Gloria Rogers, Rose Hulman Institute, Texas A&M

The Role of the Professional Societies in Education Reform
This panel session will explore the roles that scientific societies might play in the effort to reform undergraduate education, using the American Institute of Physics, the American Chemical Society, and the American Geophysical Society as examples. Using their own societies and their own programs as examples, each of the panelists will open the session with brief remarks about what scientific societies should do in fostering undergraduate education reform, and what they can and cannot do. The panelists will cite the possible shortcomings as well as the positive aspects of scientific societies (funding, resources, priorities, etc.) in this effort. After the opening remarks, the remainder of the session will be available for open discussion and comments about the potential roles of scientific societies in the undergraduate education reform effort.

Moderator: Richard Rowberg, Congressional Research Service
John Dickey, American Geophysical Union
Jack Hehn, American Institute of Physics
Joe Lagowski, University of Texas

10:30-11:15 a.m.
Break/Posters/Demonstrations/Exhibits

11:15 a.m.-12:15 p.m.
Contributed Workshops

Trial By Fire: Learning Science By Doing Science
Larry E. Wimmers, Katherine J. Denniston, Towson University

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

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

Connecting Science and Mathematics General Education Courses through Inquiry-Based Learning
Janet Andersen, Hope College

12:15 p.m.
Break for Lunch

12:45 - 1:30 p.m.
Roundtable Discussion/Brown-Bag Lunch: Tools for Better Learning
Roundtable discussions will be moderated by the presenters from each session in this segment. The Hyatt Regency will arrange for their restaurants to make take-out meals available for participants to bring along to the sessions.

University 100: Teaching Entering Freshmen About the Scientific Method
Discussion Leader: Marte Fallshore, Central Washington University

Can Teaching Science in the K-12 Classroom Be an Effective Tool for Learning Undergraduate Science?
Discussion Leader: Todd Wellnitz, Colorado State University

Use of Information Technologies in Undergraduate Education and Student Research
Discussion Leaders: Jim Hays, Lamont-Doherty Earth Observatory, Columbia University; Alan M. Gaines, National Science Foundation; William Klemm, Texas A&M University; Jim Lightbourne, National Science Foundation; B.L. Ramakrishna, Arizona State University

Shaping the Future: The Next Generation
Discussion Leaders: Gene M. Brown, Massachusetts Institute of Technology; John Askill, Clarence Josefson, Millikin University; Myles Boylan, National Science Foundation

Tools for Assessing Inquiry-Based Learning
Discussion Leaders: Michael Zeilik, NISE and the University of New Mexico; Gloria Rogers, Rose Hulman Institute, Texas A&M; Robert Beichner, North Carolina State University

1:30 - 3:15 p.m.
Plenary Session
Panel Discussion: Bridges to the Future
Peggie Hollingsworth, University of Michigan, President, Sigma Xi
Norman Fortenberry, Director, Undergraduate Education Division, National Science Foundation
Shirley Strum Kenny, President, SUNY Stony Brook and Chair, Boyer Commission
Jeanne Narum, Executive Director, Project Kaleidoscope
Fred Shair, Educational Affairs Office, Jet Propulsion Lab (retired)

3:15-3:45 p.m.
Plenary Session McGovern Lecture
Peggie Hollingsworth, University of Michigan, President, Sigma Xi
The Honorable Rush Holt(D-NJ)