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• KEYNOTE: Active Teaching: Applying Brain Biology in our Classrooms
  Robin Wright, University of Minnesota, MN
• The First Lecture: Enthuse Them or Lose Them
  Mike Silver, Hope College, MI
• Exploring the Human Genome Project
  Michael Palladino, Monmouth University, NJ
• Strategies for Active Group Learning
  Robin Patterson, Butler County Community College, PA
• Getting Unprepared Students Ready for A&P
  Lori K. Garrett, Danville Area Community College, IL
• Theatrics, Chemistry, and Music
  Gary Michaels, Creighton University, NE
• Bioethics Debates for Biotechnology Students
  Michael Palladino, Monmouth University, NJ
• Utilizing Technology to Promote Active Learning in a Large Enrollment Course
  Ann Smith, University of Maryland, MD
• Physiology Today: New Approaches
  Mary Dawson, Kingsborough Community College, NY
  Judith Hugo, Kingsborough Community College, NY
• Peer-Led Team Learning (PLTL): A Proven Method for Increasing Student Performance
  Pat Lloyde, Kingsborough Community College, NY
• Teaching a Hands-On Lab Course Over the Internet
  Jennifer Herzog, Herkimer Community College, NY
• Tips for Using Technology for A&P Lecture and Lab Courses
  Peter Pilchman, Kingsborough Community College, NY
• Helpful Hints in Teaching Histology
  Nina Zanetti, Siena College, NY

KEYNOTE: Active Teaching: Applying Brain Biology in our Classrooms
Have you ever delivered the world's best lecture, only to have students ask questions that prove they did not learn anything you were trying to teach them? Understanding the physiology of learning can help us develop ways to help our students learn more effectively. In this address, we will consider the relationship between Kolb's Learning Cycle, brain structure, and the physiology of learning. Then we will explore a variety of active learning strategies and see how they complete the learning cycle, helping students make long-term memories and apply what they know.

Dr. Robin Wright is Associate Dean for Faculty and Academic Affairs in the College of Biological Sciences (CBS) and professor of Genetics, Cell Biology, and Development at the University of Minnesota. Her research examines the genetic control of cell structure, using yeast as a model organism. In her previous position at the University of Washington her teaching effectiveness was recognized by a Distinguished Teaching Award in 2000. At the University of Minnesota, she chairs the College of Biological Sciences Curriculum Task Force as well as the University's Council on Enhancing Student Learning. In addition to teaching she also helped to develop and co-teach an orientation/enrichment course required for all incoming freshmen in the college: "The Nature of Life."

The First Lecture: Enthuse Them or Lose Them
Imagine teaching a non-major's science course to nervous students who fear chemistry, biology, math, and you. Imagine students who are majoring in art history, English, business, and are taking your course for one reason only (can you guess the reason?). Imagine that it is day one of the semester and you are about to start your first lecture. What are you going to do so they don't rank you and your course at rock bottom? Whatever it is, you have only 50 minutes to pull it off. This "lecture" will demonstrate techniques you can use to get the students to rank you and your course at the top, and that can also be used in your major's courses during the first lecture.

Dr Mike Silver received his B.S. in Chemistry from Farleigh Dickinson University and then spent two years working at Allied Chemical. Two years was enough, so he went to Cornell University to obtain his Ph.D. in inorganic chemistry followed by a Post-Doctoral Fellowship at Northwestern University, and then to Hope College in Holland, Michigan, where he has been a chemistry professor since 1983. Mike has received the Camille and Henry Dreyfus Teacher-Scholar Award for Excellence in Teaching and Research and the Provost's Award for Teaching Excellence. His research deals with novel silicone surfactants and involves collaborations with various chemical companies. Mike teaches Freshman Chemistry, Organic Chemistry, and Inorganic Chemistry at Hope, but his favorite course is Preparatory Chemistry, which he has taught in the evenings at nearby Grand Rapids Community College (the course for which the book Introductory Chemistry by Russo and Silver is targeted).

Exploring the Human Genome Project
The Human Genome Project advanced at a pace that was far too rapid to chronicle in a textbook, so how can faculty and students develop an accurate understanding of what can be learned from studying the human genome? This hands-on computer lab workshop will demonstrate how the Internet can be used as a tool to actively engage students, both majors and non-majors, to learn about goals, outcomes, and implications of the Human Genome Project. Participants will explore student-friendly, up-to-date sites that present a wealth of information including: genetic technologies, chromosome maps, recently identified genes, genetic diseases, resources for educators, and thought-provoking discussions on ethical, legal and social aspects of the Human Genome Project. Session attendance is limited to 24.

Dr. Michael Palladino is an Associate Professor of Biology at Monmouth University in New Jersey. He received his Ph.D. in Anatomy and Cell Biology from the University of Virginia. At Monmouth he teaches undergraduate courses in Biotechnology, Genetics, and Cell and Molecular Biology, and directs an active laboratory of undergraduate students conducting research on gene expression in male reproductive organs. He is the recipient of several teaching and research awards including the 2004-2005 Distinguished Teacher Award, the Outstanding Colleague Award for teaching excellence at Brookdale Community College, and the New Investigator Award of the American Society of Andrology. Dr. Palladino is Series Editor for the Benjamin Cummings Special Topics in Biology booklet series, author of the student lab manual for BiologyLabs On-Line, and he recently co-authored Introduction to Biotechnology published by Benjamin Cummings.

Strategies for Active Group Learning
Collaborative, or small group, learning is one strategy to make learning an active and effective process. During this session Dr. Patterson will share techniques for introducing your students to small group learning using low-risk activities. These activities will increase students' comfort level with active participation in a group by using short, well-designed group projects and, finally, by working on major projects that are assessed as part of their course grade. Student and instructor concerns regarding group learning and assessment will be addressed while the participants actively engage in simple exercises that can be adapted to group-learning in a variety of situations.

Dr. Robin Patterson has been teaching Microbiology, Anatomy & Physiology, and Biology at Butler County Community College for 13 years. Over the years, her teaching style has evolved from teacher-centered to student-centered. Realizing that "Rome wasn't built in a day," she shares her transformation through speaking engagements and workshops, encouraging educators to examine their teaching through the lens of educational theory and to make changes a little at a time. She also emphasizes the importance of collecting data to assess the effects these changes have made. Patterson is actively involved with the American Society for Microbiology as former chair of the Education Division, co-vice-chair of the 1999 Gordon Research Conference on Microbiology Education, and chair of the Committee for Precollege Education. In 2003 she received the Outstanding Faculty Educator Award at Butler County Community College.

Getting Unprepared Students Ready for A&P
As competition for admission into Allied Health and Nursing programs increases, Anatomy & Physiology students need to do more than just pass the class, they need to truly master the course content. At the same time, many of these same students have either forgotten what they learned in high school science classes, are not prepared to study for a rigorous science course, or lack the fundamental knowledge to handle the material in lecture and lab. In this interactive session, Ms. Garrett will share several strategies and techniques that have helped her students overcome these challenges and ultimately succeed in A&P. Participants are encouraged to discuss ideas from their own teaching experience.

Lori K. Garrett teaches Anatomy & Physiology courses at Danville Area Community College, where she developed her own A&P "prep" course to help her students succeed. Her gifts for simple, straightforward explanations and effectiveness in the classroom have earned her several teaching awards, including the Association of Community College Trustees' William H. Meardy Faculty Award. Ms. Garrett is the author of the new Get Ready for A&P workbook and online program from Benjamin Cummings.

Theatrics, Chemistry, and Music
Experience the art of combining chemical demonstrations with music. A typical performance of Creighton University's "Musichemistry" program will be reviewed. Several of the demonstrations from our performance will be presented. The set-up, science, and choreography of each demonstration will be explained. Through the "Musichemistry" website, pictures, videos, music, and descriptions (i.e., chemicals, equipment, and setup) are available so that you can bring music and demonstrations to your classroom.

Dr. Gary Michaels has a Ph.D. in Physical Chemistry from Iowa State University. After nine years as a petroleum geochemist, he joined the faculty at Creighton University where he teaches General and Analytical Chemistry. He has a passion for doing chemical demonstration programs. He performs approximately 20 shows a year in the Omaha community. For 10 years he has developed demonstrations choreographed to music and directed and produced "A Melodious Musichemical Manifestation," a theatrical presentation of these demonstrations. He is also involved with student and teacher workshops.

Bioethics Debates for Biotechnology Students
Biotechnology is an exciting and rapidly emerging area of biology education because of recent developments in gene identification, genetic therapies, genetically-modified foods, stem cells and cloning technologies, and many other topics. Few disciplines of biology elicit the complex range of bioethical challenges for both scientists and the general public that biotechnology presents. This workshop will describe a teaching approach for using bioethics debate sessions to allow students to learn about and debate bioethical aspects of current topics in biotechnology. Participants will be involved in an impromptu debate.

Dr. Michael Palladino is an Associate Professor of Biology at Monmouth University in New Jersey. He received his Ph.D. in Anatomy and Cell Biology from the University of Virginia. At Monmouth he teaches undergraduate courses in Biotechnology, Genetics, and Cell and Molecular Biology, and directs an active laboratory of undergraduate students conducting research on gene expression in male reproductive organs. He is the recipient of several teaching and research awards including the 2004-2005 Distinguished Teacher Award, the Outstanding Colleague Award for teaching excellence at Brookdale Community College, and the New Investigator Award of the American Society of Andrology. Dr. Palladino is Series Editor for the Benjamin Cummings Special Topics in Biology booklet series, author of the student lab manual for BiologyLabs On-Line, and he recently co-authored Introduction to Biotechnology published by Benjamin Cummings.

Utilizing Technology to Promote Active Learning in a Large Enrollment Course
In a large lecture course, getting students involved is hard. Knowing if your students are following you in lecture is a challenge. Even handing out an assignment is a chore. We have used technology to transform our large enrollment microbiology course to an Active Learning Course Format (ALCF) where case studies anchor the course content and are purposefully linked to learning activities. With technology (WebCT and Clickers) we can easily distribute course materials and offer opportunities for student engagement (e.g., projects, discussions, problem-based learning) that can be controlled and monitored by the instructor. With the ALCF both students and the instructor are more constructively engaged.

Ann Smith is a faculty member at the University of Maryland, College Park where she teaches Cell Biology and Molecular Genetics and is interested in finding ways for engaging students in learning science in large enrollment courses. She is recipient of the College of Life Sciences Teaching and Course Development Award, University of Maryland Celebrating Teaching Award, and Innovations in Teaching with Technology Award. Ann is a Lilly teaching fellow, Member of the Project Kaleidoscope Faculty 21, and MicrobeLibrary.org Visual Resources Editor.

Physiology Today: New Approaches
This workshop will focus on integrating computerized laboratory exercises into Human Anatomy & Physiology courses. In this session you will get hands-on experience with the latest computerized equipment from BIOPAC and PASCO. Participants will learn new ways to engage students and promote active learning.

Dr. Mary E. Dawson is an Associate Professor of Biological Sciences at Kingsborough Community College. Dr. Dawson earned her Ph.D. in Neural and Behavioral Science from Downstate Medical Center in 1995 and has been a member of the Kingsborough Biology Department since 1993. She is currently course co-coordinator of Human Anatomy & Physiology at Kingsborough Community College.

Judith Hugo is a Senior Laboratory Technician for the Human Anatomy & Physiology course, and an Adjunct Lecturer in the Department of Biological Sciences at Kingsborough Community College. She holds a B.S. from CUNY, and is in the process of finishing an M.S. in Science Education from Capella University. Ms. Hugo has been at Kingsborough Community College for over twenty years.

Peer-Led Team Learning (PLTL): A Proven Method for Increasing Student Performance
The benefits of small group work in science and math classes are well-documented. Greater student participation with course material, increased feedback to instructors, and improved student performance are among these benefits. One model for group work is Peer-Led Team Learning (PLTL). Over the last decade PLTL has been developed and refined by faculty across the country with the help of funding from the National Science Foundation. In this session, the PLTL model will be demonstrated using current undergraduate peer leaders.

Patrick Lloyd has been involved in science education through the national PLTL Program and the Brooklyn Gateway Project and the Process-Oriented Guided Inquiry Learning (POGIL) Project. Professor Lloyd is a certified Writing-Across-the-Curriculum instructor and has authored laboratory manuals and science education articles.

Teaching a Hands-On Lab Course Over the Internet
In response to changing student needs, many institutions have begun to grant degrees entirely through the completion of Internet-based coursework. Although the idea has been well-received by students, a stumbling block in obtaining a degree in most colleges is the requirement that at least one lab science course be completed upon graduation. Few lab science courses taught online today allow the students to acquire basic skills and techniques learned in the on-campus setting. In this session, you will participate as a "student" and see how innovative techniques convey the hands-on learning environment of the on-campus classroom over the Internet. Data comparing the efficacy of the online course to the traditional on-campus version will be presented, as will ideas for developing additional lab science courses. Session attendance is limited to 24.

Jennifer Herzog is an Assistant Professor of Biology at Herkimer County Community College. She received her M.Phil. and M.S. degrees at the Yale University School of Medicine, where she studied the pathogenesis of Kaposi's Sarcoma Herpesvirus (KSHV). Along with her continued research in microbiology, Professor Herzog has become interested in developing novel teaching strategies for science education. She has developed programs for K-career microbiology education, and her venture into distance learning has afforded her the opportunity to develop many innovative ways to convey biological concepts and techniques online.

Tips for Using Technology for A& Lecture and Lab Courses
It is no secret that students learn more if they are excited about the course material. So, the question becomes, just how do we go about putting together a product that contains valuable content and engages the student's desire to learn? I will argue that there is no single formula for success. Your course is ultimately a blend of the technical information and the way in which you present it (e.g., your personality and use of technology). I have found that one of the keys to success in teaching my large (250 student) Environmental Biology class is to keep students engaged by mixing multiple activities into each class. I will present some of the activities that I have found to create a more dynamic atmosphere in my classroom.

Dr. Peter Pilchman was originally trained in Molecular Biology (Ph.D., Biology, CUNY, 1972), and, since 1971, has taught General Biology, Anatomy & Physiology, Nutrition, Biology of Aging, and History and Philosophy of Science at Kingsborough Community College. He was the Faculty Science Trainer for Kingsborough's College Now Program from its inception in 1983 through 2003. He has trained faculty in website development on STEP, Crossing Boundaries and other grants (providing instruction in the use of Photoshop and Dreamweaver), has co-authored several academic Textbooks and Laboratory Manuals of Anatomy & Physiology, General Biology, and Nursing. Dr. Pilchman has done basic pollution-related research involving marine sediments and plants.

Helpful Hints in Teaching Histology
Histology, an integral component of most Human A&P courses, can be challenging for both students and instructors. Many of the challenges relate to difficulties in interpreting microscope slides. This workshop is designed to help instructors develop their own skills at interpreting slides, and to provide tips on teaching histology to undergraduates. Topics will include: choosing the best slides; problems of 2- D to 3-D interpretation; histological "look-alikes"; "artifacts"; interpretation of special stains. The workshop will also present examples of "active learning" approaches for histology. Participants will have opportunity to discuss issues relating to interpretation and presentation of histological images.

Dr. Nina Zanetti is a Professor of Biology at Siena College in Loudonville, NY. She received a Ph.D. in Biology from Syracuse University and completed a postdoctoral fellowship in Developmental Biology at the University of Iowa. Dr. Zanetti teaches a variety of undergraduate courses including Histology, Developmental Biology, Human Anatomy & Physiology, Scientific Writing, Pathobiology, and General Biology. Her research interests include development of the embryonic limb and skeletal tissue differentiation.