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Alphabetical Index
Alphabetical Index 3 6 3
Alphabetical Index AAbbott, David S., 65 Abell, Sandra, 322Adams, John, 322Adams, Robin, 241–245, 308Adamszeski, Madeline, 47Adey, Walter H., 152Affolter, J. M., 136Alexander-Emery, Sadie, 31, 307Allain, Rhett J., 65Alleman, Mary, 97Amenta, D. S., 267Andam, Baaba B., 42, 79–83, 312Andersen, Janet, 225, 253–257, 297,
310Anderson, David L., 313Anderson, J. R., 180Anderson, L. W., 52Anderson, Steven, 63, 306Angelo, T. A., 53Arons, A., 52Astin, Alexander W., 43, 52Asumadu, Johnson, 326Atman, Cynthia J., 225, 241–245, 299,
302, 308Augustine, Brian H., 323Ausubel, D. P., 80Aveni, Anthony, 219
BBaber, R. Maxwell, 337Bailey, Tori, 245Baker, Dale, 342Bakewell, Elizabeth, 185, 217–221, 301,
352Balaban, Marie, 305Bampton, Matthew, 307Bardzell, Michael J., 350Barton, Hazel A., 261, 273–277, 290Bartow, Dennis, 47Basinger, Dawn, 338Bateman, Robert C., Jr., 339Battles, Denise A., 335Baxter, Nancy, 347Beaver, Bruce, 97Beichner, Robert J., 10, 41, 61–65, 298Belford, R., 177Bell, Jeffrey S., 114–115, 161, 173–176,
302Belloni, Mario, 318Belzer, Sharolyn J., 314Bement, Arden L., Jr., 289Berger, John, 158Bergland, Mark, 338Bernstein, Lawrence, 346
Bers, Marina, 311Bertin, Jacques, 131, 133Bettis, N. C., 136Bettison-Varga, Lori, 313Beveridge, Andrew A., 350Beverly, Nancy, 336Bhargava, Peeyush, 329Bier, Mark E., 353Blanchard, Paul, 127, 147–149, 302Blank, Douglas S., 332Boarman, Kelly Jo, 312Bodner, G. M., 177Bolstad, P., 132Bonham, Scott W., 65Boone, William, 306Boothby, John T., 91, 105–110, 303, 324Booth, Deborah, 339Bossard, Earl, 131Boylan, Myles G., 290, 357Boyle, Robert, 247, 248Bradshaw, Gary, 352Brakke, David F., 261, 263–268, 298Bransford, J. D., 52, 56Brent, R., 83Bresnock, Anne E., 353Brewer, C. A., 136Breyer, Emelita, 318Brown, A. L., 46, 56Brown, Judith R., 308Bruck, David, 110Buckley, Daniel, 231Budworth, Ron, 248Bunce, Diane, 311Burdge, Julia, 192, 334Burge, Mark, 327Burns, Teresa, 342Burns, William David, 312Burrowes, Patricia A., 330Busch, Melanie, 141–144Butler, R., 135Butterick, J., 136Bynum, Nora, 309Byrd, Houston, 320
CCaicedo, Juan M., 328Campbell, D. T., 29Cao, Caroline, 311Card, Stuart K., 131, 133Carpenter, Jenna, 338Carpi, Anthony, 337Carrasco, David, 219Carrel, Jim, 322Carson, Kathleen, 333Carstensen, L. W., Jr., 135
Carter, Michael, 310Cartwright, Merrie, 305Carver, S., 132Cashman, E., 50Cavinato, Anna G., 325Chabay, Ruth, 340Chang, Amy, 307Char, Bruce W., 340Cheng, Joy, 157Chen, Helen, 245Cherkaev, Andrej, 348Cherkaev, Elena, 348Chickering, A. W., 52Chi, Michelene (Micki), 20, 22Chin, George, 110Christian, Wolfgang, 50, 180, 318Clarke, Keith, 130, 132Clark, Mark Plano, 336Clark, Vicki Plano, 336Clary, E. G., 327Cleveland, William, 131, 133Clifford, S. A., 135Cocking, R. R., 56Cole, Angela, 245Colgan, Wes, 338Collard, David, 318Colliver, J. A., 46Colwell, Rita, 187Condit, Christopher D., 349Connolly, Mark R., 227–231Constantinou, C., 182Cook, T. D., 29Cooney, Pat J., 46, 248, 251Cooper, P. Richard, 348Coppola, B. P., 45–46Corbett, Albert, 341Cornelius, S., 132Courtemanche, Naomi, 117Coyan, Joshua A., 141–144Coyle, E. J., 199Cracolice, Mark S., 43–47, 296Crannell, Annalisa, 193, 194, 195, 196Creegan, Frank, 311Crimaldi, John P., 348Crittendon, Kelly, 331Cronk, Stan, 331Cross, K. P., 53Crouch, Peter, 298, 342Cuadros, Jordi, 177–181, 329Cummings, Karen, 46, 249, 251Cummins, R. Hays, 188Cunningham, Steve, 127–128Curtis, E., 188
Alphabetical Index
3 6 4 Alphabetical Index
Alphabetical Index DDaffinrud, Susan M., 230Dahir, M., 199Dancy, Melissa H., 65Dann, Wanda, 334D’Avanzo, Charlene, 297, 353Davis, P. E., 135DeAntoni, T., 267Deardorff, Duane L., 65Dee, Kay C., 301Dehlinger, D., 115Della-Piana, Connie Kubo, 17–18DeMers, M. N., 132Dempsey, Dave, 317Denniston, Katherine J., 41–42, 225, 261Denton, Denice D., 291DePretis, S., 97DeRego, F., 199Derting, Terry L., 306Dilcher, R. C., 227Dixon, L. J., 43Dodson, R. F., 135Dombach, Matthew, 185, 205–208Donnelly, Judith, 319Donovan, S. S., 46Downey, D. M., 267Downey, Gary, 351Doxsee, Kenneth M., 328Dray, Tevian, 332Dreyfuss, A. E., 47Duffin, Kirk L., 354Durso, Francis T., 31, 307Dyke, Shirley J., 328
EEberly, Joseph, 117Ebert-May, Diane, 296Edwards, Barbara, 196Egger, Anne, 337Einstein, Albert, 114Elfring, Lisa, 317Eliot, Matt, 245Ellis, Glenn W., 42, 79–83, 304, 312Ellis, Wade, 341Engerman, Kimarie, 245Enz, K., 97Eris, Ozgur, 245Etheredge, Susan, 312Ettinger, Richard H., 305Evans, Donovan, 301Evans, Karen L., 177–181, 329
FFarrell, Stephanie, 326, 331Felder, R. M., 83Feltovich, P. J., 46Fenton, William E., 337Fenwick, James B., Jr., 339Ferzli, Miriam, 310Feynman, R. P., 113Fisher, Allan, 299Fitchett, Stephanie, 185, 187–192, 297,
334Flateby, Teresa, 317Fleming, Lorraine, 241–245, 308Flood, Jane, 331Flowers, Judith, 314Floyd, Joanne Q., 327Follet, Diane, 331Forehand, Garlie A., 333Forward, P., 97Fox, E. A., 135Frankel, Felice, 127, 155–158, 299Frantz, Marc, 185, 193–197, 298, 311Freeland, Rea, 177, 329Frizado, Joseph, 325Fromm, E., 199Fuller, Claire, 306Fuller, Robert, 336
GGafney, Leo, 43, 44, 47Gage, Michael, 169, 354Gaines, Michael, 47Galante, Peter, 196Galvez, Enrique J., 91, 113–117, 323Galvez, Kiko, 303Gamoran, A., 199Gamson, Z. F., 52Garcia, Eugene, 342Garrison, Lari, 245Gavrin, A. D., 50, 180Gebauer, Renate, 339Gendler, Steven, 196Gentile, Jim, 254, 255George, Melvin, 359George, Yolanda S., 8, 307Geospiza, Inc., 163–166Gibbs, James, 309Gilman, Craig, 342Githinji, Mwangi wa, 192, 334Gladwell, Malcolm, 76Glaser, Rainer, 333Goldey, Ellen, 209–215, 299Goldstein, Ellen, 47Goldston, David, 290Goodchild, Michael F., 132, 135
Gosser, David K., 43–47, 313Gottfried, Gail M., 339Gowin, D. B., 80Grabowski, Joseph J., 302, 353Gralinski, Thomas, 312Grant, Bruce W., 353Grasso, D., 79–80Green, Bill, 192, 334Greenbowe, Thomas J., 342Green, W. J., 188Griffin, Ashley, 245Griswold, Joseph, 47Gros, Sally, 324Grushow, Alexander, 352Guarasci, Richard, 299Gumerman, George J., 320Guzdial, Mark, 333
HHaarsma, Deborah, 321Haggett, Rosemary R., 10, 289Hake, Richard, 20, 63Halle, David, 350Hall, Michelle, 127, 135–139, 295, 350Halloun, I., 21–22Handlesman, J., 55Hanson, David, 306, 311Harkness, William L., 346Harrison, Brady, 311Harrison, Ian, 309Hart, Zachary L., 327Hartzler, Rebecca, 315Haskell, Richard C., 320Haynes, James M., 225, 227–231, 304Hays-Gilpin, Kelley, 320Heilig, Lauren, 117Heller, P. M., 63Henry, George M., 354Herman, Tim, 335Heron, Paula R. L., 18, 33–37, 303Herrmann, Nira, 340Herron, J. D., 177Herz, Richard K., 327Hesketh, Robert P., 326, 331Hestenes, David, 19, 20, 21–22, 177Heywood, I., 132Hieggelke, Curtis, 335Hill, David R., 334Hill, Robin K., 321Hissey, T. W., 199Hluchy, Michele M., 227–231, 304Hoagland, Bruce W., 324Hoagland, Elaine, 313Hobbins, Dave, 307Hodapp, Theodore W., 11–13, 292, 361
Alphabetical Index
Alphabetical Index 3 6 5
Alphabetical Index Hodgen, Brian, 333Holbrow, Charles H., 117, 323Holme, Thomas, 306Holt, Jeff, 354Hoo, Karlene A., 341Hopkins, Todd, 192, 334Houck, B., 44Hovde, Peg, 341Hoy, Ron, 345Hudak, Jane Rhoades, 335Hughes, William C., 267, 323Humphries, Frederick S., 291Hunter, A. B., 267Hunter, Allen, 91, 99–104, 295, 299Hunter, Malcolm, 309Hurney, C., 266Hutchison, James E., 328Hvidsten, Michael, 330
IIngham, Bill, 313Irlbeck, D., 165Iuli, Richard, 230
J Jackson, David, 322Jackson, David Jeff, 319Jamieson, Leah H., 185, 199–203, 335Jankay, Peter, 324Jansen, Maarten, 219Javery, Omar, 211Jenkins, A., 135Jenkins, J. David, 346Jimenez, Gabina Aurora Perez, 219Jipping, Michael J., 341Johnson, Bruce, 345Johnson, D. W., 62Johnson, Julia K., 141–144Johnson, Mitchell E., 93–97, 303Johnson, Robert, 338Johnson, R. T., 62Johnson, Stuart, 249Johnston, Marty, 322Jones, Elizabeth, 341Jones, James K., 343Jones, Jana, 245Jones, Leslie Ann, 338Jones, Peggy O’Neil, 351Jordan, Trace, 213, 328Jungck, John R., 318
K Kalafut, Andrew, 341Kallenbach, Neville R., 328Kampmeier, Jack, 43, 45, 47Kanim, Steve, 335Kaplan, Daniel T., 42, 73–77, 344Kaplan, Lawrence, 318Karabinos, Michael, 177–181, 329Karlin, Melissa, 189Karukstis, Kerry K., 320Keiner, Louis E., 342Keiper, T. A., 136, 138Keith, R., 63Kelley, Ronald B., 325Kemnitzer, Sue, 309Kemp, K. K., 135Kennedy, Donald, 359Kendall, L., 135Kendall, Marvin, 245Kiappholz, David, 346Kibler, Ruthann, 91, 105–110, 324Kirchman, Paul, 192, 334Klein, P., 138Klopfer, Eric, 305Klyczek, Karen, 338Knickelbein, J., 97Knight, Meredith, 185, 205–208Knight, Timothy, 231Knoles, L. Z., 50Koedinger, Ken, 341Kogen, Myra, 352Kooistra, Nathan, 341Kopec, Danny, 352Kopp, Holly, 190Krahn, Gary, 336Krause, Steve, 342Kraus, Martin, 148, 149Krebs, Angela, 314Kumar, Deepak, 332Kurpius, Sharon, 342Kurtz, Barry L., 339Kwiat, Paul, 117
LLane, John, 211Lang, Duncan Temple, 333Lange, D., 177Langley-Turnbaugh, Samantha, 305LaRose, Gavin, 305Laughter, Michael J., 333Laursen, S., 267Lawrence, David J., 323Laws, Ken, 248Laws, Priscilla W., 46, 225, 247–251,
304, 347
Lebiere, C., 180Ledbetter, C., 308Leedy, Debra E., 141–144LeGates, Richard, 127, 129–133, 303,
349Lehrer, R., 180Leifer, Larry, 241–245, 308Leighton, R. B., 113Leinhardt, Gaea, 177–181, 329Leoni, Deann, 315Lessem, Paula B., 347Lesser, Jeffrey, 220Lewis, Eileen, 345Lewis, Jennifer, 345Liao, Gene Y., 329Libarkin, Julie, 306Libbrecht, Kenneth G., 329Libes, Susan, 231Linblad, J., 209Lindsay, F. E., 135Linse, Angela, 245Lloyd, W. J., 135, 136Lo, C. P., 136Longley, P. A., 132Lopatto, D., 267Lord, Mark, 325Loshbaugh, Heidi, 245Loveland, Karen, 152Lucena, Juan, 351Ludewig, Kathleen, 341Luetzelshwab, John, 247Lund, Dennis, 245Luo, Wei, 354Luo, Yuan, 326Lupo, Eric, 333Lyle, K. S., 45Lyons, Charles, 305
M McAnneny, Cathleen, 307McArthur, David J., 355–356McCarley, Nancy, 352McClymer, J. F., 50McCoy, John G., 326McCray, Richard, 348McDermott, Lillian C., 33–37, 46, 180,
247, 250–251MacDonald, G., 267Macdonald, R. Heather, 225, 233–240,
315, 316McDonough, Laraine, 342McDowell, Charles, 297McFadden, Catherine S., 320McGraw, Kenneth, 353MacGregor, Jean, 209, 212, 213
Alphabetical Index
3 6 6 Alphabetical Index
McGuire, Peter J., 333McIvor, Jenny, 190Mackay, Robert, 316Mackinlay, Jock D., 131, 133McMartin, Flora, 309McNair, Lisa D., 333McNeil, James A., 330McNulty, LuAnne, 192, 334Madonna, Anthony, 319Maguire, D. J., 132Maier, Mark, 346Maietta, Ed, 192Maki, Daniel P., 194, 311Maki, R. H., 31Maki, William S., 18, 27–31, 296, 307Malcom, Shirley M., 8, 199, 289Malin, Shimon, 117Maloney, David, 335Manduca, Cathryn A., 233–240, 315, 316Mangin, Katrina, 317Mann, Uzi, 341Manogue, Corinne, 332, 341Mapes, Carol A., 336Marinez, Diana I., 225, 253–257, 297Marrs, Kathy, 50Marschall, Laurence, 299, 348Marsteller, Pat, 58Marti, Diana, 190, 311Martin, James, 117Maruca, R., 94Mateja, John, 261, 269–272, 302Mathieu, Bob, 299, 302Matis, Timothy I., 344Matson, Doug, 311Matta, S., 97Mattman, Thomas, 315Matyas, Marsha L., 199, 307Mazur, Eric, 12, 19–20, 23, 24, 291, 359Meder, Laura, 231Meeden, Lisa A., 332Megginson, Robert E., 305Meir, Eli, 305Meisels, Gerry, 317Meitzer, David E., 342Mellor, Blake, 192, 334Merritts, Dorothy, 316Meyer, J. W., 136Micklos, David A., 322Mikhailova, Yana, 337Millard, Don Lewis, 351Millar, Susan B., 230Miller, Ron, 20Milton, D. Jeff, 177, 329Mitchell, A., 130Mitchell, M. W., 115Mitchell, R. C., 177
Miu, Karen, 319Mogk, David W., 233–240, 315, 316Molnar, Lawrence, 321Monroe, J., 266Montemayor, Victor J., 330Moog, Rick, 311Moore, Jon, 185, 187–192, 334Moore, Lawrence, 312Moore, W. S., 209Morrill, R. W., 135Morris, Robert, 279Morse, Jeanne, 65Morton, Scott A., 321Mosbo, J. A., 267Muramatsu, Brandon, 309Musante, Susan, 353Myers, Michael D., 324Myong, S. Jane, 328
N Nakhleh, M. B., 177Naps, Thomas L., 348Narum, Jeanne L., 310Nazario, Gladys M., 330Neal, Homer, 358Nelson, James, 331Nelson, M., 267Ng, Bast S., 311Noddings, N., 199Nolan, Deborah, 333Norback, Judith Shaul, 333Novak, Gregor M., 50, 51, 53, 180Novak, J. D., 80Nwankpa, Chika, 319
O Oakes, J., 199Oakes, William C., 185, 199–203, 296,
335Oates, Karen Kashmanian, 312O’Brien, Bill, 192, 334O’Connor, Kevin, 245Odin, Jaishree, 217O’Donnell, Stephen, 320Oerther, Daniel B., 319Oh, Emily, 343O’Kuma, Tom, 335Olkin, M., 136Olsen, Jessica, 189Olson, Andrea M., 327Onasch, Charles, 325Otto, Charlotte, 261, 269–272, 302.
P Pace, Norman, 274Page, Jennifer, 276Page, R. N., 199Palais, Bob, 348Palincsar, A. S., 46Palmer, Robert D., 319Palucka, Tim, 329Pamuk, Ayse, 132Panah, Assad, 231Panter, Kurt, 325Parker, Mary, 343Parks, Beth, 117Patrick, Michael, 335Patterson, Evelyn T., 41, 49–53, 180, 300,
310Patterson, M., 31Pattison, W. D., 135Peace, G. Earl, 345Pelaez, Nancy, 350Perez, Lance C., 319Perkins, D. N., 51Peronja, Edit, 354Perry, Judy, 305Peters, Jonathan R., 305Peterson, C. R., 199Peterson, Dorn, 313Peterson, Ginny, 325Pfister, Hans, 248Phillips, Andrew T., 261, 279–281, 295,
321Piburn, Michael D., 141–144, 349Picchioni, Dante, 326Pierce, Thomas, 211Pingitore, M., 97Pizer, Arnold, 169, 354Podolsky, B., 114Pollack, A., 97Polonik, Wolfgang, 333Popyack, Jeffrey L., 340Porter, Sandra, 161, 163–167, 299, 315Portnoy, Neil, 315Potter, Robert, 317Pratap, Preethi, 91, 99–104, 295, 329Prothero, William, 351Pruett, Dave, 313Pujana, I., 308Pushkin, D., 177Pysher, Matthew, 117, 323
Q Quita, Isabel, 317
Alphabetical Index
Alphabetical Index
Alphabetical Index 3 6 7
Alphabetical Index R Radel, S., 43Rainwater, Catherine, 231Raju, P. K., 332Ramaley, Judith, 5–6, 11Ramamurthy, B., 314Rech, Sabine, 324Rechtenwald, Diether, 110Redish, Edward F. “Joe,” 46, 247, 249,
250, 251Reeves, T. C., 136Rehm, Emma, 329Reilly, Eliza, 312Resch, W., 165Reynolds, Barbara E., 196, 337Reynolds, Stephen J., 127, 141–144, 299,
349Rhind, D. W., 132Rice, Jeanette K., 346Richardson, David, 339Richardson, Jane, 339Richardson, Jim, 17–18, 19–24Richardson, Susan, 192, 334Rich, Fredrick, 346Ricks, Kenneth G., 319Riley, Linda Ann, 344Riney, Josh, 353Risley, John S., 65Rivlin, Patricia, 345Roberts, Chell, 342Roberts Jackie, 335Roberts, Lila F., 334Robinett, Richard W., 306Robinson, Marin S., 343Robinson, Molly, 343Robinson, W. R., 45Rogers, Chris, 185, 205–208, 295, 311Romano, Frank, 231Rose, Jim, 196Rosenberger, Alfred, 337Rosen, N., 114Ross, Brenda S., 334Ross, Caroline, 157Rosser, S. V., 199Rossman, Allan, 301, 331, 347Roth, John, 274–275Roth, L., 43Roth, Vicki, 43, 354Rubenstein, Rheta, 314Rudnitsky, Alan N., 81, 312Rumon, M., 97Rupright, Mark, 192, 334Russell, Arlene A., 42, 67–70, 303, 345Ryan, Wendy L., 336Ryshel, J., 97
S Sabshin, Stephanie, 190Sacchi, Christopher F., 301, 336Safer, Alan, 314Salah, Joseph, 329Salamo, Gregory J., 344Sands, M., 113Sankar, Chetan S., 332Sarquis, J. L., 43Satwicz, Tom, 245Saul, Jeffery M., 41, 61–65Savelski, Mariano J., 326, 331Sayre, A., 187Schaller, C., 135Schatz, Katie, 245Schauble, L., 180Schelble, Susan, 333Schmidt, Frank, 322Schmit, David T., 327Schneel, Donna, 342Schroeder, Karl, 97Schwenz, Richard, 351Scordilis, Gail, 312Seals, Roger K., 91, 185Seebeck, Randall, 319Segalla, Angelo, 314Seymour, E., 267Shackleford, Frankie, 213Shaffer, Peter S., 33–37, 180, 250–251Shand, Richard F., 323Shannon, Kathleen, 350Sheppard, Sheri, 241–245, 308Sherwood, Bruce, 340Shiflet, Angela, 309Shnayderman, Marianna, 155, 157Shneiderman, Ben, 131, 133Siegrist, Kyle, 345Silverstein, B., 81Silverthorn, Dee, 339Simkins, Scott, 346Simon, Patti, 312Singer, Jill, 313Sirochman, Rudy, 339Slack, Holly L., 91, 119–123, 322Slater, C. Stewart, 326, 331Slivorsky, L. A., 199Small, Don, 336Smiley, Francis E., 320Smith, Carmen, 245Smith, Donald A., 321Smith, Hank, 189, 192, 311Smith, Jerry C., 318Smith, Karl A., 62, 241–245, 308Smith, Rosemary J., 314Smith, Sonya T., 338Snider, Amelia, 211
Snyder, Glenn, 348Sochacki, Jim, 313Sokoloff, David, 248, 250Sommers, L. S., 199Soto-Fournier, Manuel, 328Spaeth, Hans-Joachim, 324Spencer, Brock, 345Spencer, Jim, 311Spencer, Justin, 117, 180Spigarelli, Stephen, 231Springer, L. M., 46Spurlin, Joni, 65Ssemakula, Mukasa E., 329Stafford, Judith, 311Stanley, Ethel D., 41, 55–59, 318, 340Stanley, J. C., 29Stanne, M. E., 46Stapleton, William A., 319Stearns, Donald E., 305Steif, Paul, 22Sterling, Eleanor, 309Stern, R. J., 308Stevens, Reed, 241–245, 308Stokes, J., 97Stoller, Fredericka, 343Strassburger, John, 272Straumanis, Andrei, 311Stravers, Jay A., 354Streveler, Ruth, 241–245, 308Strozak, Victor, 43, 47Stufflebeam, Robert, 313Sui, D. Z., 135, 136Sui, Yongqiang John, 333Sutley-Fish, Beverly, 333Swanstrom, R., 165Szakas, Joe, 307Sztmanski, Lynda A., 327
T Talman, Louis A., 148Tamulis, Andrius, 196Tanabe, Jenine L., 343Tanner, Ralph, 326Tarhule, Aondover, 324Tarhule-Lips, Rossmarijn, 324Taylor, Gerald R., Jr., 323Taylor, Jason, 307, 353Taylor, K., 209Taylor, Nicolas, 276Teed, Rebecca, 316Teegarden, Terrie, 341Tenney, A., 44Terrell, Maria, 336Tewksbury, Barbara J., 144, 233–240,
315, 316
Alphabetical Index
3 6 8 Alphabetical Index
Thacker, Beth Ann, 336Theobald, D. M., 132Thieman, Thomas J., 327Thomas, Ashley, 211Thompson, Craig, 231Thompson, D., 135, 136, 138Thompson, Donald E., 292Thorne, Michael, 352Thorn, Patti, 339Thornton, Ronald, 247, 248, 250Thornton, Stephen, 320Throne, Robert, 326Tien, L. T., 45Tinker, Robert, 248Tobin, T., 97Tokuta, Alade, 313Tong, Lillian, 332Towns, Marcy Hamby, 327, 351Trisel, Donald, 317Tront, Joseph G., 309Tufte, Edward, 131Tukey, John, 130, 131, 133Turns, Jennifer, 241–245, 308Tyler, Mary S., 347
U Udovic, Dan, 353Ulseth, Ronald, 42, 85–87, 303Urbanik, Virginia, 231Utts, Jessica, 74
V Vacher, H. L., 344Valenti, M., 199Van Baak, David, 321VanDeGrift, Tammy, 245van der Hoek, Andre, 343Vandervoort, Kurt, 325VanEyk, L. A., 267Van Hecke, Gerald R., 320Varma-Nelson, Pratibha, 41, 43–47, 296,
345Varner, Jerald L., 319Vasbinder, Eric M., 341Vender, J. C., 136Veneziano, Jeannie, 190–191Venkataraman, Bhawani, 301Verhulst, S. J., 46Vives, Steven, 346Vogel, L., 97Vygotsky, L. S., 46
W Wagner, Paul J., 321Wagner, Teri, 196Wagner, Travis, 305Walker, C. Scott, 127, 135–139Walterman, Nicole, 331Wang, Eric., 311Warne, Debra, 313Warne, Paul, 313Waterman, Margaret A., 41, 55–59, 297,
340Watkins, T., 165Wattenberg, Franklin, 127, 151–153,
302, 312Weaver, Gabriela C., 351Weaver, Jan, 322Weeks, J., 135Weiner, M., 43Weissman, Joanne, 347Wenger, Aaron, 85Wentworth, Christopher, 336Wentz, E. A., 136Wenzel, Thomas J., 321West, Allan, 91, 99–104, 295West, Webster, 312Wettack, F. Sheldon, 320Wetterer, Jim, 189, 191–192, 334Wheatly, Michele G., 91, 119–123, 300,
322Wheeler, Lyndsey, 190Whitlock, Paula, 352Whittaker, P. D., 31Wiebe, Eric, 310Wiegle, Bill, 307Wiggins, G., 50Wikle, Thomas, 324Wilkerson, Howard, 212Williams, John Eustis, 353Williams, Richard J., 348Wilson, J., 46Winston, Wayne, 194Winters, Debra, 350Wohl, Debra L., 347Wolfskill, Troy, 306Wong, W. S., 135Wood, Larry, 192Woodward, A. D., 43Wooters, William, 117Wosilait, Karen, 37Wubah, D. A., 267Wu, Zhengyu Martin, 333Wyttenbach, Bob, 345
X Xiao, Min, 344
Y Yanco, Holly A., 332Yang, Xiaoguang, 319Yaron, David, 161, 177–181, 297, 329Yellin, Jessica, 245Young, Gabe, 190Yuan, May, 324
Z Zack, G., 136Zayaitz, Anne E., 336Zehnder, Alan, 329Zeilinger, Anton, 117Zia, Lee L., 161Zielinski, Theresa Julia, 353Ziemer, William K., 161, 169–170, 296Zoltowski, C. B., 199Zoski, Paul, 340
Alphabetical Index
Subject Index
Subject Index 3 6 9
A
Abacoa greenways (Florida), 188–189
Absorption spectrophotometers, 93
Academic Research EnhancementAwards (AREA), 272
Academies, multidisciplinary, 185, 205–208
Accreditation Board for Engineering andTechnology (ABET), “EngineeringCriteria (EC) 2000,” 199
Achieving Interdisciplinary Impact:Clearing the Hurdles to Mesolore’sClassroom Adoption (topical session),301
Active-learning strategies, 82–83
Activities for Introducing Students toStatistics (poster), 331
Activities for Introducing Students toStatistics (topical session), 301–302
Activity-based learning, 9
Activity-Based Physics Suite, 225, 247–251
Activity-Based Physics Tutorials, The(Redish), 251
Adaptive Control of Thought-Rational(ACT-R) theory, 180
Adding to Your Tool-Belt: Strategies forImproving Retention Through LearningCommunities and Partnering withTwo-Year Colleges (topical session),303–304
Addison Wesley Longman (publishers),174
Adiabatic flame temperature experiment,101
Advanced Laboratory for LightwaveCommunication (poster), 319
Alligators, habitat for, 190
Alvarado Vocabulary, 218
Alzheimer’s disease, 75
American Association for theAdvancement of Science (AAAS)
— Education and Human Resources(EHR) Programs, 7, 8, 11
— undergraduate teaching tools, 7–8
American Association of PhysicsTeachers, 102, 247, 248
American Astronomical Society, 102
American Chemical Society, 8, 102–103,228
American Crystallographic Society, 102
American Geophysical Union, 233
American Institute of Biological Sciences(AIBS), 8, 59
American Institute of Physics, 8
American Mathematical Association ofTwo-Year Colleges (AMATYC), 170
American Physical Society Forum onEducation, 12
American Physiological Society, 8
Americans with Disabilities Act (ADA),120
American Society for Biochemistry andMolecular Biology, 8
American Society for EngineeringEducation (ASEE), 199
American Society for Microbiology(ASM), 8, 59
American Standard Code for InformationInterchange (ASCII), 137
America’s Best Colleges, 253
Analytical Problem-Solving (APS)project, 185, 194
An Ecosystem-Based Biology TeachingMethods Course, 314
Animations— easy, 127, 147–149— making, 155–157
An Integrated Engineering Curriculumfor Freshman and SophomoreStudents at Louisiana Tech University:An Emerging Success (poster), 331
An Integrated Internet-AccessibleEmbedded Systems Laboratory(poster), 319
An Integrated Signals and SystemsLaboratory Using TIMS (poster), 319–320
An Integration of Chemistry, Biology,and Physics: The InterdisciplinaryLaboratory (poster), 320
An Interactive Water Flume with Laser-Based Flow Visualization forImproving UndergraduateUnderstanding of Fluid Mechanics(poster), 348
An Interdisciplinary, Inquiry-BasedPhysics of Music Course (poster), 331
An Introductory Physics Workshop forEngineering Students (poster), 320
Ant studies, native, 189, 191–192
Applications of Spectroscopy inProblem-Based Laboratories (poster),320
Applied Drug Delivery throughout theEngineering Curriculum (poster), 331–332
A Problem-and Reasoning-BasedCurriculum for Preservice ElementaryEducators: UnderstandingMathematics Deeply for Teaching(poster), 314
Archaeology and Technology: Hands onthe Past to Build Skills for the Future(poster), 320–321
ArcView (GIS software), 136–137, 138,139
Art, mathematics and, 185, 193–197
Assessing the Influence of CurricularChange: Preliminary Problem-BasedAssessments and Student Evaluationsof Introductory Psychology (poster),305
Assessing Student Understanding ofBiological Concepts Using SimulationSoftware (poster), 305
Subject Index
3 7 0 Subject Index
Assessment— assessing JiTT, 52–53— assessing research experiences,
267–268— concept inventory model and assess-
ment triangle, 21— of flow cytometry, 107, 108, 109— posters, 305–307— remote instrumentation assessment,
103–104
Assessment and education research in undergraduate STEMeducation, 17–18concept inventories, 19–24evaluating outcomes, 27–31research as a guide to improving student learning, 33–37
Association of American Colleges andUniversities, 214
Association for Biology LaboratoryEducation, 8
Association of College and UniversityBiology Educators (ACUBE), 59
Astronomy, and use of remote/robotictelescopes, 99, 100, 102, 103
Atlanta University Center, LifeLines ICBLproject at, 58
Aztec culture, 218
B
Bell’s inequalities, 115
Beyond LEGOS®: Hardware, Softwareand Curriculum for the NextGeneration Robot Laboratory (poster),332
Biennial Conference on ChemicalEducation, 103
Biologists—Are You Contributing to thePremier Clearinghouse of BiologyResources Sponsored by ProfessionalSocieties in the Life Sciences?(poster), 307
Biology, Chemistry, and BiomedicalEngineering UndergraduateLaboratories: Ideas for Adaptation(topical session), 301
Biology education, scientific data sets in,161, 163–167
Biology Interest Groups (BIGs): AChemistry, Math, Biology LearningCommunity of Freshman and Facultymaking Connections through Cases(poster), 332
Biology Labs Online simulations, 174
BioQUEST Curriculum Consortium, 55,56, 57, 58
BiosciEdNet (Ben) collaborative, 7–8
Biosphere 3D QTVR movies, 144
BLAST data set, 165–166
Bloom’s taxonomy, 52, 62
Blowing Rocks Preserve, 190
Botanical Society of America (BSA), 8, 59
Bovine spongiform encephalopathy(BSE), 75–77
Box and whisker charts, 130
Bridging the Gap (poster), 332
Bringing Educational Relevancy to theFirst-Year College Experience byBearing Witness to Social Issues(poster), 305
Bringing Engineers into New Disciplines(BEND) program, 206
Bringing Real-World Issues intoEngineering Classrooms (poster), 332–333
Bringing Workplace Communication intoa Technical Communication Coursefor Industrial and Electrical Engineers(poster), 333
Building a GiScience CurriculumIntegrating Five Disciplines AcrossFive Campuses in Maine (poster), 307
Building Students’ Observations andAnalytical Skills Using GIS-BasedInvestigations of Earth Processes (topical session), 295
C
Calibrated Peer Review™—A Writing andCritical Thinking Instructional Tool(topical session), 303
Calibrated Peer Review™ (CPR), 10, 42,67
— how CPR works, 67–68— impact on higher education, 69–70— impact on student learning, 68–69— what CPR enables, 68
California State University, Long Beach(CSULB), WeBWork™ system at, 169–170
CALISYS-Delivering ExperientialLaboratory Exercises with ReducedResources (poster), 321
Cal Poly San Luis Obispo, Studio Physicscurricula at, 61
Calvin-Rehoboth Robotic TwinTelescopes (poster), 321
Case Studies and Computing:Broadening the Scope of StatisticsEducation (poster), 333
Case-study approach, inevaluation/research designs, 30
Causal processes in science, 20, 22
Center for Advancement of EngineeringEducation (CAFE), 225, 241–245
Center for the Advancement ofEngineering Education (poster), 308
Centers and collaborations posters, 307–314
Centers for Disease Control andPrevention, 75–76
Center for Workshops in the ChemicalSciences (CWCS): An Overview(poster), 318
ChemCollective (digital library), 181
Chemical Structure and its Importancein the Environment: An AlternativeIntroductory Course for ChemistryMajors at Bates College (poster), 321
Chemistry instruction— liquid chromatography-mass
spectrometry, 91, 93–97— virtual laboratories and scenario-
based learning activities for, 161,177–181
Subject Index
Subject Index 3 7 1
Chemistry is In the News: Preparationfor Science Communication (poster),333
(CL)2: Computer-Led CooperativeLearning (poster), 330
CLICS: A Computational Laboratory forInformation and Computer Security(poster), 321–322
Codex Nuttall, 218
Codex Selden, 218
Cognitive model, concept inventory, 21
Cohort and Problem-Based Learning inan Undergraduate EnvironmentalScience and Policy Curriculum(poster), 305
Collaborative Computational SciencesProgram, 313–314
Collaborative Investigation ofMechanical Chaos and Electron Opticsin the Advanced Physics Laboratory(poster), 322
College’s Pathways to Sucess in Sciencetoward Closing the Gaps: A TexasState Initiative, 253
Colorado School of Mines, 17, 20, 21 —Center for Advancement ofEngineering Education (CAFE) at, 241–245
Columbia University, adiabatic flametemperature experiment at, 101
Computer Graphics Education andCollaboration (poster), 308
Computer Security: Pedagogy andPractice (topical session), 295
Computer security in undergraduatecomputing curricula, 261, 279–281
Computing Research Association, 279
Concept Inventories: Tools forUncovering STEM Students’Misconceptions (topical session), 301
Concept inventories, 17–18, 19, 24— elements of, 21–22— history of STEM concept inventories,
19–21— process for constructing, 22–23— to improve teaching, 23–24
Concept maps, 80–81
Conditional probability, concept of, 74
Conference— Agenda, 285–288— Learning from the CCLI Invention and
Impact Listservs, 355–356— Posters, 305–354— Speakers, 289–292— Summary, 11–13— Topical Session Series and Posters,
295–304
Connecting science to the community atFlorida Atlantic University, 185, 187
— Abacoa greenways, 188–189— making other community connec-
tions, 189–191— the project and the college, 187–188— strategies for connecting science to
society, 191–192
Connecting Science to Society (topicalsession), 297–298
Constructing Media as a Context forTeaching Computing and MotivatingWomen and Non-Majors (poster),333–334
Control groups, in evaluation/researchdesigns, 30, 31
Converting Cookbook Laboratories intoInquiry (poster), 322
Corporate and Foundation Alliance, 203
Correlated photons and quantummechanics, 91, 113–117
Council on Undergraduate Research(CUR), 12, 102, 272
Course and Curriculum Development(CCD) program (NSF), 9, 248
Course, Curriculum, and LaboratoryImprovement (CCLI) program (NSF), 5–6, 9, 10, 11–12
— Adaptation and Implementation track(AI), 9
— Assessment of Student Achievement(ASA) track, 9
— CCLI ND Workshops Project, 225,227–231
— Educational Materials Development(EMD) track, 9, 129
— Hidden Earth Curriculum Project,141–144
— LifeLines OnLine project, 55–59— National Dissemination (ND) track, 9,
203, 225, 227–231— “Space, Culture, and Urban Policy”
CCLI Educational MaterialsDevelopment project, 129
Creating Laboratory Access for ScienceStudents (CLASS) project, 91, 119–123
Creating Laboratory Access for ScienceStudents (poster), 322
Creating and Using VisualRepresentatons to ConstructKnowledge in STEM Education (topicalsession), 299
CUR Quarterly, 12, 272
D
Dartmouth College, MathematicsThroughout the Curriculum (MTC)project at, 193
Data graphics, in social science research,131
Data sets in biology education, scientific, 161, 163–167
Debating public policy, quantitative literacy and, 73–77
Decreasing Attrition in ComputerScience Using Animated VirtualWorlds (poster), 334
Delphi method, 22
Dementia, 75
Demos with Positive Impact (poster),334
Department of Energy, U.S., 271
Developing and Disseminating NewLaboratories on Plant MolecularGenetics and Genomics (poster), 322–323
Developing a New UndergraduateScience Course Focused on HispanicStudents at the University of Texas atDallas: Geography, Resources, andEnvironment of Latin America(poster), 308–309
Development of Chemistry ResearchStudents in the First and Second Yearof Undergraduate Study (poster), 334
Dickinson College— Activity-Based Physics Suite project
at, 225, 247–251— Workshop Physics curriculum, 61
Digital Library for Earth SystemEducation (DLESE), 233, 237
Digital maps, GIS software, 129–130
Subject Index
3 7 2 Subject Index
Digital modeling and simulation, hands-on and, 127, 151–153
Disabilities, CLASS project and studentswith physical, 91, 119–123
Disciplinary Research Strategies forAssessment of Learning in LargeClasses (topical session), 296
Disciplined-based education research,18, 33
Discovery Approach to Teaching CollegeGeometry (poster), 330
Discovery-based learning, 9
Discovery-Based Science and Math in aEnvironmental and CommunityContext (poster), 334–335
Division of Undergraduate Education(NSF-DUE), 9, 10, 11, 12, 27, 41
— Assessment of Student Achievement(ASA) program, 9
— Mathematical Sciences and TheirApplications Throughout theCurriculum (MATC), 193
— Undergraduate Faculty Enhancement(UFE) program, 9, 225, 227, 228, 230,248
DNA sequences/structures, data setsand, 165–166
Dusquesne University, research instru-mentation used at, 91, 93–97
Dynamic Aquaria: Building LivingEcosystems (Adey and Loveland), 152
E
e&m TIPERS (poster), 335
EarthEd Online: Doing an Even BetterJob Teaching the Large IntroductoryOceanography Class (poster), 351
Earth science with GIS, teaching, 127,135–139
Ecological Society of America, 8
Ecology of the American Alligator atSavannas Preserve State Park (Young),190
Ecosystems, South Florida, 188–189,190–191
Education— CPR and impact on higher education,
69–70— educational impact of SCALE-UP,
63–65
Educational Materials Development for aGeneral Education Course on Art andGeology (poster), 335
Education and Human Resources (EHR)Programs (AAAS), 7, 8, 11
Education for the InternationalWorkplace: Engineering CulturesMultimedia Modules (poster), 351
Electronic Media to Enhance ElectricalEngineering Education (poster), 351–352
Emergent processes in science, 20, 22
Emory University, Center for ScienceEducation, LifeLines ICBL project at,58, 59
Emphasis in Computational Science atWofford College (poster), 309
Engineering Education: It Starts Withthe Learner (topical session), 304
Engineering education— Center for Advancement of
Engineering Education (CAFE), 225,241–245
— Itasca Community CollegeEngineering Center, 42, 85–87
— National Engineering Projects inCommunity Service (EPICS) program,185, 199–203
Engineering Education Programs at NSF(poster), 309
Engineering education for women, 42,79
— active learning, 82–83— concept maps, 80–81— engineering and the liberal arts,
79–80— pedagogy and the female learner, 80— reflective narratives, 81–82— results, 83
Engineering Teaching Portfolio Program(ETPP), 244
Engineering and Workforce Commissionreport, 79
Entanglement, quantum, 114, 115
Environmental impact statements (EIS),227
Environmental Protection Agency (EPA),271
Environmental Systems ResearchInstitute (ESRI), 130, 138
EPICS: Engineering Projects inCommunity Service (poster), 335
ePsych: Teaching about PsychologyUsing Multimedia (poster), 352
Equipment for an UndergraduateMicrofabrication Laboratory (poster),323
Establishing a Community to DevelopEngineering Courseware (poster), 309
Evaluating Outcomes: Dare to Discover!(topical session), 296
Evaluation— evaluating outcomes, 27–31— evaluative research on JiTT, 53— of the PLTL model, 45
Everglades Restoration and the Ethics ofRestoring Ecosystems (McIvor), 190
Evergreen State College, learning com-munity (LC) program at, 209
Experiments with Single Photons(poster), 323
Experiments with Single Photons forUndergraduates (poster), 323
Exploring the Role and Effectiveness ofVisualization in Computer ScienceEducation (poster), 348
Extremely Halophilic Microorganisms asModels for Teaching MolecularMicrobiology and Bioinformatics(poster), 323–324
Subject Index
Subject Index 3 7 3
F
Facilitating Integration of BiotechnologyLaboratory Experiences into DiverseUndergraduate Courses (poster), 324
Factor analysis, in concept inventoryvalidity, 21
Faculty development, creativeapproaches to, 225
— Activity-Based Physics Suite,247–251
— CCLI ND Workshops Project, 227–231— Center for Advancement of
Engineering Education (CAFE), 241–245
— grant writing, 253–257— On the Cutting Edge program,
233–240
Faculty and teacher developmentposters, 314–318
Fire ants, studies on, 189
Flame atomic absorption (AA) spectrom-etry, 93
Florida Atlantic University (FAU), con-necting science to the community at,185, 187–192
Florida Park Service “Parknership” pro-gram, 189–190, 191
Flow cytometry for undergraduate stu-dents, 91, 105–110
Flow Cytometry for UndergraduateStudents and Teachers (poster), 324
Fly Lab simulation, 174–176
Force Concept Inventory (FCI), 17, 19–20, 21–22, 23
Fourier-transform infrared spectrome-ters, 93
Fourier-transform nuclear magnetic res-onance (FT-NMR), 93
Franklin & Marshall College,Mathematics Throughout theCurriculum (MTC) project at, 193, 196
From CyberSpace to Real Space: UsingPhysical Models to Explore theMolecular World (poster), 335
Functional understanding, 33
Fund for Improvement of Post-Secondary Education (FIPSE) proposal,247, 248, 249
G
Gas chromatography, 93
GenBank database, 164, 166
Geographical information science(GIScience), 132
Geographic information systems (GIS)software instructional modules, 132
— for social science undergraduate students, 127, 129–130, 131
— in teaching earth science, 127,135–139
Geological Society of America, 228
Geoscience Concept Test: LinkingGrounded Theory, Scale Development,and Item Response Theory (poster),306–307
Geoscience courses— On the Cutting Edge program,
225, 233–240— spatial visualization in under-
graduate, 127, 141–144
GIS Methods in Urban Analysis (Ayse),132
GIS software. See Geographic information systems (GIS) software
Goniometers, 100
Goodman Research Group, 80, 83
Good Questions for Deep Learning inMathematics (poster), 336
Gopher tortoises, 189
GPS Tools for Geographers (poster), 324
Grant proposals, writing, 225, 253–257
Graphic formats, 148
Great Lakes Ecosystem Dynamics (GLED),227–228
Gridforce: A Comprehensive EducationalFramework for Preparing ourWorkforce for Grid Technology(poster), 314
Group activities, types of, 62–63
Group learning PLTL in small-groupinstruction, 45–46
SCALE-UP group-based instruction, 61–62
Group problem-solving, 62, 63
H
Habitat for Humanity, 202
Hands-on and digital modeling and simulation, 127, 151–153
Haystack Observatory 37–m radio telescope, 100, 102
Hewlett Packard, 203
Hidden Earth Curriculum—InteractiveVisualizations in Introductory GeologyCourses (poster), 349
Hidden Earth Curriculum Project, 141–144
HIV data set, 165, 166
Holyoke Community College, learningcommunity (LC) program at, 209
Homelessness Prevention Network (HPN)project (EPICS project), 202
Home Ranges and Movements of GopherTortoises (Karlin), 189
Homework system, online, 161, 169–170
Hong-Ou-Mandel dip, 116
Hope College, grant writing activities at,225, 253–257
Howard University, Center forAdvancement of EngineeringEducation (CAFE) at, 241–245
How People Learn: Brain, Mind,Experience, and School (Bransford etal.), 52
Humanities, and the sciences in learningcommunities, 209–215 HumanizedPhysics Project (poster), 336
I
IEEE, 8
IMAX movies, 273, 274
Impact of an Undergraduate ResearchExperience at Murray State University(poster), 312
Impact of Disciplinary Integration atTwo Institutions (topical session), 299
Impact of NSF Support on ProfessionalActivity at a Liberal Arts College(poster), 318
Impact of Recreational Activities on SeaUrchin Populations (Wheeler), 190
Subject Index
3 7 4 Subject Index
Implementation and Assessment of On-Line Gateway Testing (poster),305–306
Implementation of Field Laboratory and Fieldwork Curriculum in PhysicalGeography and Geotechniques(poster), 324–325
Implementing WeBWork™ in the CSULBTeacher Training Curriculum (poster),314–315
Improving Core Mathematics (poster),336
Indiana University, MathematicsThroughout the Curriculum (MTC)project at, 193–194
Indiana University-Purdue UniversityIndianapolis (IUPUI), JiTT strategy at,49, 50, 53
Individual demonstration interview(research method), 33
Information security specialists,279–281
Innovating Environmental Pedagogy:Interactive Visualization of the 3DStructure and Nonlinear Dynamics ofComplex Ecological Networks (poster),348
Inquiry-based learning, 9, 106
Inquiry-Based Learning Modules forConservation Biology Education(poster), 309–310
Inquiry Teaching: What Is It and How Do We Know If It Works? (topical session), 297
Institute for Scholarship on EngineeringEducation (ISEE), 241, 244–245
Instrumentation and LaboratoryImprovement (ILI) program (NSF), 9
Integrated Computer Explorations intoCollege Geometry (poster), 337
Integrated Study of EnvironmentalEffects on Organisms (poster), 336–337
Integrating Geographic InformationSystems (GIS) Experiences intoUndergraduate Courses Across theArts and Sciences Curriculum (poster),337
Integrating Investigation across theGeology and Physics Curricula Usingthe Cullowhee Creek EnvironmentalField Station, Western CarolinaUniversity (poster), 325
Integrating Research, History, CurrentEvents and Assessment intoInterdisciplinary Science Education(poster), 337–338
Integrating Science and ScienceEducation in the Early CollegeCurriculum (poster), 338
Integrating Service Learning in theEnvironmental Chemistry Laboratory(poster), 325
Integration of Collaborative Cased-Based Learning into UndergraduateBiology Curricula via MolecularBiology Computer Simulations andInternet Conferencing (poster), 338
Integration of Digital Field Mapping intoa Summer Field Geology Course(poster), 325
Integration of Simulation intoUndergraduate Fluids/Thermal ScienceCourses at Howard University (poster),338
Integration of Stable Isotopes intoBiology and Environmental ScienceClasses (poster), 339
Integrity in Scientific Research (AAAS), 7
Interactive learning, 9
Interactive Lecture Demonstrations(ILDs), 248, 249
Interactive Lecture Demonstrations(Sokoloff), 247, 250
Interactive Simulations of Physical andAstrophysical Processes (poster), 348
Interactive Video: A Tool forEmphasizing the Science in BehavioralScience (poster), 339
Interdisciplinary/multidisciplinarycourses and curricula, 185
— connecting science to the communityat FAU, 187–192
— mathematics and art, 193–197— Mesolore Project, 217–221— National Engineering Projects in
Community Service (EPICS) program,199–203
— sciences and humanities in learningcommunities, 209–215
— teaching seniors through developingmultidisciplinary academies, 205–208
Internet, use of remote instrumentationand the, 91, 99, 102
Interpretation, of the concept inventory,21
“Interpreting the FCI” (Hestenes andHalloun), 21–22
Intra-Curricular Software EngineeringEducation (poster), 339
Introductory science courses conceptmaps in introductory mechanics, 81
— introductory physics curriculum,33–37
— JiTT and, 52— preparing students for research and,
266
Investigative Case-Based Learning(ICBL), 10, 41, 55
LifeLines model of faculty development,57–58
— major contributions of the LifeLinesICBL project, 58–59
— rationale for, 55–56— using investigative cases for teaching
and learning, 56–57
Is Active Learning for Everyone? Findingsfrom the ITIP Project (poster), 339
Itasca Community College (ICC)Engineering Center, 42, 85–87
J
James Madison University, preparingstudents for research at, 263–268
Jeffress Memorial Trust, 267
John Wiley & Sons, 248, 249
Journal of Chemical Crystallography, 103
Journal of Chemical Education, 103
Journal of Science Education, 103
Journals, reflective, 45
Journey into Amazing Caves (IMAXmovie), 273
Subject Index
Subject Index 3 7 5
Just-in-Time Teaching: AddressingStudent Engagement, Interaction, andLearning via CoordinatedWeb/Classroom Activities (topical ses-sion), 300
Just-in-Time Teaching (JiTT), 10, 41, 49,180
— assessing, 52–53— evaluative research on, 53— implementation of, 50, 51— JiTT Digital Library (JiTTDL), 49, 51–52— other components of, 50–51— recognition and growth of, 49–50— why JiTT works, 52
Just-in-Time Teaching (JiTT) Across theCountry: The Spread of a Strategy toImprove Student Engagement,Interaction, and Learning viaCoordinated Web/Classroom Activities(poster), 310
K
Keck Geology Consortium, 233
Kinemage Authorship in UndergraduateBiochemistry: A ConstructiveApproach to Teaching with MolecularGraphics (poster), 339–340
Knot Theory for Preservice andPracticing Secondary MathematicsTeachers (poster), 315
Knowing What Students Know (NationalResearch Council), 21, 24
L
Laboratories posters, 319–330
Laboratories, virtual and scenario-basedlearning activities for chemistryinstruction, 161, 177–181
— as a tool for teaching the scientificmethod, 161, 173–176
Laboratory activities (labs), 62, 63
Laboratory design, innovative, 91— Creating Laboratory Access for
Science Students (CLASS) project,119–12
— flow cytometry for undergraduatestudents, 105–110
— liquid chromatography-mass spectrometry experiences inundergraduate settings, 93–97
— quantum mechanics, 113–117— remote instrumentation, 99–104
Laboratory for Studies in ReliableElectric Power Delivery (poster), 319
Laboratory Techniques in BehavioralNeuroscience: An InterdisciplinaryCourse (poster), 326
LabWrite: Students Learning Sciencethrough Writing Better Lab Reports(poster), 310
Leadership in TransformingUndergraduate STEM: The PKALExperience (poster), 310
Leader training programs, PLTL modeland, 44–45
Learning communities (LCs), sciencesand humanities in, 209–215
Learning from the CCLI Invention andImpact Listservs (McArthur), 355–356
“Lessons in Mathematics and Art”(Frantz and Crannell), 194, 195, 196
Leveraging Enhanced Learning inComputer Programming withTechnology and Cooperative LearningActivities (poster), 340
Liberal Art of Science: Agenda for Action(study group), 8
LifeLines OnLine: Investigative Cased-Based Learning in Biology (poster),340
LifeLines OnLine project, 55, 58–59
Linking Visualizations Online to Discoverand Unify Mathematics (poster), 348
Liquid chromatography-mass spectrom-etry experiences in undergraduatesettings, 91, 93–97
Literacy, quantitative, 73–77
LiveGraphics3D, 148–149— animations with, 149
Looking at Learning (topical session),302
Los Angeles Times, 76
LUCID: A Web-Based Learning andAssessment System (poster), 306
M
Macalester College, quantitative literature through public policydebate at, 73–74
Mach-Zehnder interferometer, 113–114,115
Mad cow disease (case study), 75–77
Making Introductory Physics More LikeReal Physics (poster), 340–341
Making Proposal Writing an AffirmingAdventure for Faculty: InspiringInnovation (topical session), 297
Maps, digital, GIS software, 129–130
Marrying Engineering Design and ServiceLearning Through EPICS: EngineeringProjects in Community Service (top-ical session), 296–297
Massachusetts Institute of Technology(MIT)
— SCALE-UP classes at, 63–64— translating science into pictures,
155–158
Mass Media Science and EngineeringFellowship Program (AAAS), 8
Mathematica®, 127, 147–148, 149
Mathematical Association of America, 8,265
— Professional Enhancement Program(PREP), 196
Mathematical Biology Course for aMixed Audience (poster), 310
Mathematical Sciences Digital Library(poster), 312–313
Mathematical Sciences and TheirApplications Throughout theCurriculum (MATC), 193
Mathematics Across the Curriculum: A Statewide Project (poster), 315
Mathematics and art, 185, 193–197
Mathematics Throughout the Curriculum(MTC) project, 185, 193–194
Mathematics Throughout the Curriculum(poster), 311
Mayan culture, 218
Mechanics Diagnostic Test, 19
“Meet the Creek” field day, 211–212
Merck Company Foundation, 8
Subject Index
3 7 6 Subject Index
MERLOT (Multimedia EducationalResource for Learning and OnlineTeaching) database, 175–176
Mesolore: Mesoamerica, InteractiveSoftware, and Interdisciplinary Inquiryin Undergraduate Education (poster),352
Mesolore Project, 185, 217–221
Michelson interferometer, 116
Microbes Count: Problem Posing,Problem-Solving and Peer Persuasionin Microbiology (Jungck et al.), 58
Microbiology, undergraduate research in,273–274, 276–277
Microsoft Research, 203
Mind Project®: A Student-FacultyResearch and Curriculum Project inthe Cognitive and Learning Sciences(poster), 313
Minority Access, Inc., 253
MiSciNet (Minority Science Network), 7
MIT Haystack Observatory 37–m radiotelescope, 100, 102
Mixed Marriages: Learning toCollaborate Across Disciplines (topicalsession), 298–299
Mixtec people, 218, 219
Modeling, Simulation, and Control of aReal System (poster), 326
Modern Chemical Process Design:Combined Steady-State and DynamicApproach (CSAD) (poster), 341
Molecules of Life: A Lecture andLaboratory Course for Non-Majors atNew York University (poster), 328
Moving Bioinformatics into MainstreamBiology (poster), 315
Multidimensional mass spectrometry, 93
Multidisciplinary academies, 185,205–208
Multi-Initiative Dissemination (MID)Project: Materials and Methods forCurricular Reform (poster), 345
Multiple-choice questions, writing,22–23
Multithreaded Instruction: FormingMulti-Disciplinary Research Groups toImprove Undergraduate Education(poster), 311
Musical instrument digital interface(MIDI) signals, 206
Musical Instrument Engineering program, 206
N
Narratives, reflective, 81–82
National Association of GeoscienceTeachers (NAGT), 233
National Center for BiotechnologyInformation (NCBI), 164
National Center for GeographicalInformation, 132
National Council for GeographicEducation, 137
National Engineering Projects inCommunity Service (EPICS) program,185, 199–203
National Environmental Policy Act(NEPA), 227
National Institutes of Health, 163, 267— Academic Research Enhancement
Awards, 271
National Instruments, 203
National Learning Communities Project(NLCP), 209, 214
National Research Council (NRC)— criteria for successful learning, 80— and geoscience faculty, 233— Knowing What Students Know, 21, 24— science and geography standards,
137
National Role Model Institution, 253
National Science Digital Library, 49, 233
National Science Foundation (NSF), 5— Award for Integration of Research
and Education, 253— Center for Advancement of
Engineering Education (CAFE) program, 225, 241–245
— Center for Learning and Teachingprogram, 225, 241
— Course, Curriculum, and LaboratoryImprovement (CCLI) program at, 5–6, 9, 10, 11–12, 203, 225, 227–231
— Division of Undergraduate Education(DUE), 9, 10, 11, 12, 27, 41, 227
— Hidden Earth Curriculum Project,141–144
— Mathematics Throughout theCurriculum (MTC) project, 193–194
National Science Digital Library, 49, 233— and need for biologists, 163— On the Cutting Edge program,
233–240— Research Experiences for
Undergraduate Site Awards, 253— “Space, Culture, and Urban Policy”
CCLI Educational MaterialsDevelopment project, 129
— Undergraduate Faculty Enhancement(UFE) program, 9, 225, 227, 228, 230,248
— “Visualization in ScientificComputing” report, 127
Nature Conservatory, 190
“Nature and Culture of Water” LC, 211,214
Near-infrared absorption spectropho-tometry, 93
NetSpy: Teaching Networking with aProgrammable Network Sniffer(poster), 341
Netwatch, 7
Networked Learning: Using Technologyto Improve Learning in UndergraduateEducation (topical session), 297
New England Medical Center, 205
Non-Traditional Laboratory Experiments:Olive Oil Manufacturing and Testing(poster), 326
North Carolina State University (NCSU),SCALE-UP classes at, 63, 64
Novel Educational Materials andAssessment Tools for UndergraduateQuantum Mechanics Courses (poster),306
Nuclear Magnetic Resonance andInternet Data Delivery (poster), 352
Nuts and Volts: A Web-Based Hands-OnElectrical and Electronics Laboratory(Remote Wiring and MeasurementLab (RwmLAB)) (poster), 326
Subject Index
Subject Index 3 7 7
O
Observations of student performance, ina concept inventory, 21
On the Cutting Edge: Improving FacultyAbility to Design Innovative Courses(poster), 316
On the Cutting Edge: Preparing the NextGeneration of Geoscience Faculty(poster), 316
On the Cutting Edge: SupportingCommunities of Scholars in theGeosciences Using Topical Workshopsand Web-Mediated Resources andServices (poster), 315–316
On the Cutting Edge: Web ResourcesHelping Faculty Improve TheirTeaching (poster), 316–317
On the Cutting Edge ProfessionalDevelopment Program, 225, 233–240
Online resources, AAAS, 7–8
Opening the Genetics Gateway withAutomated Support for StudentThinking (poster), 341
Open-source online homework system,161, 169–170
P
Palm Beach Community College, 189
Palm Beach County Department ofEnvironmental ResourcesManagement, 190–191
Paradigms in Physics: Revitalizing theUpper-Division Curriculum (poster),341
“Parknership” program, Florida ParkService, 189–190, 191
PascGalois Project: Visualization inAbstract Mathematics (poster), 350
Pathways Through Algebra (poster),341–342
Pedagogies, successful, 41–42— Calibrated Peer Review, 67–70— engineering education for women,
79–83— ICC Engineering Center, 85–87— Investigative Case-Based Learning,
55–59— Just-in-Time Teaching, 49–53
— Peer-Led Team Learning, 43–47— quantitative literacy, 73–77— SCALE-UP project, 61–65
Pedagogy and teaching posters,330–347
Peer Instruction (Mazur), 20
Peer-Led Team Learning: A VersatileStudent-Centered CurriculumStrategy (topical session), 296
Peer-Led Team Learning (PLTL), 10, 41,43
— appropriate materials for the PLTLworkshops, 44
— dissemination of, 46–47— educational design and research
foundations of, 45–46— effect on the peer leaders, 44— evaluation of the PLTL model, 45— leader training, 44–45— the PLTL model, 43–44
Peer Tutoring Website for STEM Courses:Development and Assessment (poster),352
Pervasive Computing (poster), 327
pH meters, 93
Photons, correlated, 91, 113–114
PHYLIP, 165
Phylogeny analysis, 165
Physical Chemistry On-Line InstructionalMaterials (poster), 353
Physical disabilities, CLASS project andstudents with, 91, 119–123
Physical Oceanography CourseDevelopment, Adapting SCALE-UP atCoastal Carolina University, 342
Physics by Inquiry (McDermott), 33, 247,249, 251
Physics Education Research (PER), 61,247
Physics instruction Activity-BasedPhysics Suite, 225, 247–251
— correlated photons and quantummechanics, 91, 113–117
— Force Concept Inventory in, 17,19–20, 21–22, 23
— introductory physics curriculum,33–37
— studio-style curricula in, 61
Pictures, translating science into, 127,155–158
POGIL-Combining Process SkillDevelopment with Guided Inquiry toStrengthen Student Learning (poster),311
Polarization entanglement, 114
Policy debate, quantitative literacythrough public, 73–77
Politics and Public Perceptions ofPrescribed Fires for EndangeredSpecies Management (poster), 311–312
Politics and Public Perceptions ofReintroducing Prescribed Fire inSenescent Scrub for EndangeredSpecies Management, 190
Ponderables, 62–63
PopSet database, 164–165
Practicing Science in the GeneralPsychology Laboratory (poster), 327
Preceptors, 210, 211, 213
Predominantly undergraduate institu-tions (PUIs), 100
Preparing Future Teachers to Teach anInterdisciplinary View of Biology withEvolution as a Theme (poster), 317
Preparing students for research— assessing the outcomes of research
experiences, 267–268— challenges to implementing
programs, 263–264— establishing goals for an under-
graduate research program, 264— hiring faculty to meet the needs of
the curriculum, 266— introductory courses, 266— organizing programs in research, 267
preparing students and faculty forresearch, 266–267
preparing students for Research atJames Madison University, 265
Preparing Students for Research andTeaching: Pedagogy, Practice,Curricular Design, and Assessment toImprove Student Learning (topicalsession), 298
Preparing undergraduates for researchand the workforce, 261–281
Preparing Women for the TechnologicalWorld (poster), 312
Subject Index
3 7 8 Subject Index
Pretests and posttests— in evaluation/research designs, 30–31— in introductory physics courses, 34,
35, 36
Principles of Design, Engineering, andTechnology for Education Majors(poster), 342
Probability/Statistics Object Library(poster), 345
Problem-Based Learning in an IntegratedGeosciences Course for Future K-8Teachers (poster), 317
Problem-Based Learning (PBL), 55, 56,238
Problem-solving, group, 62, 63
Process-Oriented Guided-InquiryLearning, 180
Project-Based Labs in PhysicalChemistry: Physical Characterizationof Sulfonamide Polymorphs (poster),327
Project CLEA’s Virtual EducationalObservatory: The Universe on aDesktop (poster), 348–349
Project Kaleidoscope (PKAL), 233
Proposals, grant, writing, 225, 253–257
PsychExperiments: An InteractiveMultimedia Internet-Based Laboratoryfor Teaching Research Methods andStatistics in Social Sciences (poster),353
Public policy debate, quantitative literacy through, 73–77
Publishing Your Own Multimedia MapUsing Dynamic Digital Map Template(poster), 349
Purdue University, National EngineeringProjects in Community Service (EPICS)program at, 185, 199–203
Q
Quantitative literacy, 73–77
Quantum mechanics, correlated photonsand, 91, 113–117
Quantum teleportation, 115
Questions, how to ask students questions, 24
QuickTime® movie, making a, 147–148,149
QuickTime Virtual Reality (QTVR) movies,141–144
R
Random assignments, inevaluation/research designs, 30
ReactorLab.net Laboratory Simulations(poster), 327–328
Real Data Promotes Students’Understanding of DevelopmentalPsychology (poster), 342
RealTime Physics (RTP) lab modules, 248
RealTime Physics (Sokoloff et al.), 247,249, 250
Reciprocal teaching, PLTL and, 46
Reflective journals, 45
Reflective narratives, 81–82
Reliability, concept inventory, 23
Remote instrumentation, 91, 99— assessment, 103–104— barriers to wide use of, 102–103— examples of remote instruments,
100–101— long-term sustainability of remote
technology, 103— for STEM education, 101–102— what is a remote instrument?,
99–100
Remote Instrumentation (topical ses-sion), 295
Rensselaer Polytechnic InstituteMathematics Throughout theCurriculum (MTC) project at, 193
— Studio Physics curricula at, 61
Research-Based CurriculumDevelopment in Thermodynamics(poster), 342–343
Research-Inspired Writing Skills forUpper Division Chemistry Majors(poster), 343
Research Instrumentation Used inEducation (topical session), 303
Research, preparing undergraduates for,261–281
Rethinking the Mathematical StatisticsCourse (poster), 343
Robotics Academy, Tufts University, 185,205–206
Roots and Branches: Promoting theDiffusion of Curricular Reform IdeasThroughout Undergraduate ScienceEducation (topical session), 304
S
SAGUARO (Science and GIS: UnleashingAnalysis and Research Opportunities)project, 135, 136–139
San Francisco State University, “Space,Culture, and Urban Policy” CCLIEducational Materials Developmentproject at, 129–133
San Jose State University (SJSU), flowcytometry instruction at, 105–110
Savannas Preserve State Park, 190
SCALE-UP: Student-Centered Activitiesfor Large Enrollment UndergraduatePrograms (topical session), 298
SCALE-UP (Student-Centered Activitiesfor Large Enrollment UndergraduatePrograms), 10, 41–42
— educational impact of, 63–65— engaging activities, 62–63— group-based instruction, 61–62— the learning environment, 62— studio-style classes, 61
Scholars Days, 269, 271, 272
Scholarship on Learning Engineering(SoL), 241–243
Scholarship on Teaching Engineering(SoT), 241, 243–244
Science for All Americans: A UniversallyAccessible Class for the NewMillennium (topical session), 300
Science Education for New CivicEngagements and Responsibilities(SENCER), 214, 312
Science magazine, 7
Science Online, 7
Science and Policy Programs (AAAS), 7
Sciences and humanities in learningcommunities, 209–215
Science Signal Transduction KnowledgeEnvironment (STKE), 7–8
Subject Index
Subject Index 3 7 9
Science That Matters—A Standards-Based, Interdisciplinary CourseSequence and Materials for Non-sci-ence Majors and Future Teachers(poster), 317–318
Scientific data sets in biology education,161, 163–167
“Scientific Teaching” (Handlesman etal.), 55
Seamless Classroom Approach to theInstruction of Botany and Zoology(poster), 330–331
Sea urchin populations, 190
Seizing Opportunities: Collaboration forExcellence (study group), 8
Semiology of graphics theory, 131
Semi-Socratic dialogs, 62
SENCER (Science Education for newCivic Engagements andResponsibilities), 214, 312
Separate Assessment of Problem-SolvingSkills in General Chemistry (poster),306
Shared Development andImplementation of Lab-BasedEducational Engineering Tools(poster), 328
Sharing Our Best Physiology Teaching(poster), 343
Short-Term Pain for Long-Term Gain:Can One Semester of Inquiry-BasedStudy Have Sustained Impacts onStudent Learning? (poster), 306
SimEcon®: Economic Issues andPrinciples (poster), 353
SimSE: An Educational Simulation Gamefor Teaching the Software EngineeringProcess (poster), 343
Single-crystal X-ray diffractometers, 99,100–101
Single-image visualizations, 127,147–149
Smith College Picker EngineeringProgram, 79–83
Social constructivism, PLTL and, 46
Social science research, visualization in,127, 129–133
Society of Environmental Toxicology andChemistry, 228
Some Mathematics for Citizens:Engaging Students through PublicPolicy Debate (poster), 344
South Florida Water ManagementDistrict, 190
Spatial analysis and data visualization inthe social sciences, 127, 129
— how to teach, 132–133— inverting the role of exploration and
visualization in social research,130–131
— seeing social relations and socialpolicy options through GIS, 129–130
— visualization first, 131–132
Spatial visualization in undergraduategeoscience courses, 127, 141–144
Spontaneous parametric down-conver-sion, optical process of, 114
Spreadsheet Exercises in Geological-Mathematical Problem-Solving(poster), 344
Stanford University, Center forAdvancement of EngineeringEducation (CAFE) at, 241–245
StatCrunch.com: Web-Based DataAnalysis for Education (poster), 312
“State of CPR” report (March 2004), 69
State University of New York,Mathematics Throughout theCurriculum (MTC) project at, 193
Stem-and-leaf diagrams, 130
Stressed Stream Analysis (SSA), 227–228
Studio instruction — PLTL in, 46— SCALE-UP studio-style classes, 10, 61
Superposition, quantum, 113, 114
Sustainable Scalable Systemic FacultyDevelopment, 318
T
Tangibles, 62
Teaching— earth science with GIS, 127, 135–139— faculty and teacher development
posters, 314–318— how to teach spatial analysis and
data visualization in the social sciences, 132–133
— introductory physics curriculum,33–37
— On the Cutting Edge ProfessionalDevelopment Program, 225, 233–240
— pedagogy and teaching posters,330–347
— PLTL and reciprocal teaching, 46— using concept inventories to improve,
23–24— using ICBL framework for, 55–59— virtual laboratories as a tool for,
161, 173–176
Teaching a Calculus Course withWeBWork™, an Online HomeworkSystem (topical session), 296
“Teaching Goals Inventory” (Angelo and Cross), 53
Teaching Issues and Experiments inEcology (TIEE): A Web Site and CD-ROM for UndergraduateEcological Education (poster), 353
Teaching Mass Spectrometry via Virtual Instrumentation Combinedwith Case Studies (poster), 353–354
Teaching Nanoscience (poster), 344
Teaching Physics with the Physics Suite(Redish), 250
Teaching as Research (topical session),299
Teaching seniors through developingmultidisciplinary academies, 185,205–208
Teaching Spatial Analysis and DataVisualization in Undergraduate SocialScience Research Methods and DataAnalysis Courses (poster), 349
Teaching Spatial Analysis and DataVisualization in Undergraduate SocialScience Research Methods and DataAnalysis Courses (topical session), 303
Subject Index
3 8 0 Subject Index
Teaching Theoretical StochasticModeling Courses Using IndustrialPartners and their Applied Problems(poster), 344–345
Teaching Through Touching: Using LEGOBricks to Teach Engineers and LiberalArts Students Engineering (topicalsession), 295–296
Telescopes, remote/robotic, 99, 100, 102,103
Texas A&M University-Corpus Christi(TAMU-CC), grant writing activities at,225, 253–257
Texas Engineering Station (TEES), 255
Texas Higher Education CoordinatingBoard, 253
Thermal and transport science conceptinventory, 20–21, 22, 23
Thinking Globally/Acting Regionally(module), 132
Three CD-ROM Projects That ProvideModular Supplements for Lecturesand Labs in Neuroscience, CognitiveStudies, Psychology, and Genetics(poster), 345–346
Three-dimensional objects, creating,148–149
Time-resolved spectroscopy, 93
Tipping Point: How Little Things CanMake a Big Difference, The (Gladwell),76
Tools for Scientific Thinking project,247–248
Transfer process, JiTT and, 52
Transforming Biological and EngineeringStatistics Courses (poster), 346
Transforming the Organic ChemistryLaboratory Experience with a Green(Environmentally-Friendly) Curriculum(poster), 328
Translating science into pictures, 127,155–158
Transmission electron micrograph (TEM),105
Tufts University— multidisciplinary academies, 185,
205–208— Tools for Scientific Thinking project
at, 247–248, 250
Tunable Diode Lasers in theUndergraduate Laboratory (poster),329
Tutorials, introductory physics, 34–37
Tutorials in Introductory Physics: AResearch-Based Approach toImproving Student Learning in theIntroductory Course (topical session),303
Tutorials in Introductory Physics(McDermott and Shaffer), 33, 35, 247,250–251
U
Undergraduate Education and ResearchTraining Through Radio Astronomy(poster), 329
Undergraduate Faculty Enhancement(UFE) program (NSF-DUE), 9, 225,227, 228, 230, 248
Undergraduate Learning throughResearch: Lessons Learned from CCLIGrants to Primarily UndergraduateInstitutions (poster), 313
Undergraduate Research: Approaches toSuccess (topical session), 302
Undergraduate research— successful undergraduate research
programs, 261, 269–272— undergraduate research education,
273–277
Undergraduate Research Summit, 272
Undergraduate teaching tools, AAASprint and online resources, 7–8
Understanding Physics (Cummings etal.), 250, 251
United Press International (UPI), 75
United States Military Academy,Mathematics Throughout theCurriculum (MTC) project at, 193
Universal Laboratory Interface (ULI), 248
University of Buffalo, MathematicsThroughout the Curriculum (MTC)project at, 193
University of California, Los Angeles(UCLA), CPR delivery from, 70
University of Central Florida, SCALE-UPclasses at, 63
University Consortium for GeographicInformation Science, 132, 135
University of Maryland PhysicsEducation Group, 249, 250, 251
University of Minnesota, Center forAdvancement of EngineeringEducation (CAFE) at, 241–245
University of Nebraska/Oklahoma consortium, Mathematics Throughoutthe Curriculum (MTC) project at, 193
University of Oregon, Activity-BasedPhysics Suite project at, 248, 250
University of Pennsylvania, MathematicsThroughout the Curriculum (MTC)project at, 193
University of Washington— Center for Advancement of
Engineering Education (CAFE) at,241–245
— Physics Education Group, 33–37, 247,250–251
University of Wisconsin, LEAD (Learningthrough Evlauation, Adaptation, andDissemination) Center, 230
Unlocking the Clubhouse: InstitutionalReform for Diversity (topical session),299
U.S. Air Force Academy, JiTT strategy at,49–53
Use of GC/MS to Promote Learning inUndergraduate Organic ChemistryLaboratory (poster), 328
Using an Environmental Disaster toCombine Teaching EnvironmentalChemistry with UndergraduateResearch (poster), 346
Using Computation and Visualization toEnhance the Teaching of OrdinaryDifferential Equations (topical ses-sion), 302
Using Controlled Failure to TeachSoftware Development Process—andAssessing the Results (poster), 346
Using Environmental Impact Analysis forTeaching Interdisciplinary Science(topical session), 304
Using Just-in-Time Teaching Techniquesin Economics (poster), 346–347
Using the Laboratory as a LearningFactory (poster), 329
Subject Index
Subject Index 3 8 1
Using the World Wide Web to BuildResearch Skills from MultipleExamples (poster), 307
U.S. News and World Report, 79, 253
V
Vade Mecum2: Educational MultimediaCourseware for DevelopmentalBiology (poster), 347
Validity, concept inventory, 21, 23
Variant Creutzfeldt-Jakob disease (vCJD),75–76
Vernier Software and Technology, 248
Video and Image Data Access (VIDA): APractical Visual Database forConnecting Facts into the BroaderOrganization of Key Science Ideas(poster), 350
Viewpoints workshop, mathematics andart, 195, 196
Virtual laboratories— and scenes to support chemistry
instruction, 161, 177–181— as a tool for teaching the scientific
method, 161, 173–176
Virtual Laboratories (topical session),302
Virtual Labs, Real Data for Statics andMechanics of Materials (poster), 329–330
Virtual Labs and Scenario BasedLearning for Introductory Chemistry(poster), 329
Visualization posters, 348–350
Visualization in science education, 127–128
— easy animations, 147–149— hands-on and digital modeling and
simulation, 151–153— spatial analysis and data visualization
in the social sciences, 129–133— spatial visualization in geoscience
courses, 141–144— teaching earth science with GIS,
135–139— translating science into pictures,
155–158
“Visualization in Scientific Computing”report (NSF), 127
Visualizing and Analyzing EarthProcesses with a GIS (poster), 350
Visualizing Scientific Data Sets: FromMolecules to Galaxies (topical ses-sion), 299–300
Visualizing Social Change (poster), 350
Visual metaphors, creating, 157–158
W
Wagner College, learning community(LC) program at, 209
WarmUp (Preflight) assignments for JiTT,49, 50, 51, 52
Web-based coursework posters,351–354
Web-Based Interactive LandformSimulation Model (WILSIM) (poster),354
Web-enabled learning environments,161
— scientific data sets in biology educa-tion, 163–167
— virtual laboratories and scenes tosupport chemistry instruction, 177–181
— virtual laboratories as a tool forteaching, 173–176
WeBWorK™ system, 169–170
Web-Enhanced DVD as an InstructionalSupplement for the PhysicalChemistry Course (poster), 351
WeBWorK™, an Internet-Based Systemfor Generating and DeliveringHomework Problems (poster), 354
WeBWorK™ in the MathematicsCurriculum (poster), 354
WeBWorK™ system, 161, 169–170
Wellcome Trust, 163
What Can We Learn from TeachingBiology Majors, Non-ScienceStudents, and High School StudentsMicrobiology? (poster), 347
What I Wish I Had Known in Art School(topical session), 298
Wildlife ecology and wildlife manage-ment program, in Southeast Florida,189–190
Wofford College, science/humanitieslearning communities at, 209–215
Women, engineering education for, 42,79–83
Women in Technology Day (ICC), 87
Workshop Physics Activity Guide, 248,249
Workshop Physics (P. Laws), 250
Workshop Physics (WP)curriculum/project, 61, 247, 248
Workshop Precalculus: DevelopingPedagogically Powerful InstructionalMaterials for an Integrated Course inFunctions, Data Analysis andModeling (poster), 347
Workshops— On the Cutting Edge workshop series,
233–240— Peer-Led Team Learning (PLTL), 44, 46— Viewpoints, 195, 196
Wright State University, CLASS projectat, 119–123
WriteLiveForm[] function, 148
Writing-Across-the-Curriculum pro-grams, 67, 68
Writing and critical thinking instruc-tional tool, 67–70
Writing Peer-led Team LearningWorkshops (poster), 313
Y
Youngstown State UniversityPredominantly UndergraduateInstitution Undergraduate DiffractionConsortium (YSU-PUI UDC), 100–101,102
Z
ZAP! Adapted: An IntroductoryElectromagnetism LaboratoryIncorporating Design (poster), 330