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• Keeping Non-Science Undergraduates Awake and Interested
  Iain Campbell, University of Pittsburgh, PA
• The First Course in Preparatory/Introductory Chemistry: Enthuse Them or Lose Them
  Mike Silver, Hope College, MI
• Hands-On BiologyLabs On-Line
  Scott Thomson, University of Wisconsin-Parkside, WI
• Hands-On PhysioEx™ V5.0
  Andrew Lokuta, University of Wisconsin-Madison, WI
• Preparing Students for Organic Chemistry: How Do You Get Students to Embrace the Mechanistic Approach
  Joel Karty, Elon University, NC
• Using Modeling to Assess Understanding and Uncover and Modify Misconceptions
  Jean Heitz, University of Wisconsin-Madison, WI
• Using Technology to Enliven Biology
  Eric Simon, New England College, NH
• Brainstorming Ways to Teach Anatomy from Various Perspectives (NEW SESSION ADDED)
  Kathleen Andersen, University of Iowa, IA
• Strategies for Incorporating Writing into a Chemistry Class
  Rebecca Whelan, University of Michigan, MI
• Hands-On InterActive Anatomy, IP and Primal Pictures' Interactive Functional Anatomy
  Mary Lou Bareither, University of Illinois-Chicago, IL
• Online Course Management
  Kim Aaronson, Truman College, IL and Chris Christensen, Benjamin Cummings

Keeping Non-Science Undergraduates Awake and Interested
The prospect of teaching biology to masses of biology majors and/or hordes of undergraduates seeking to fulfill their general education requirements might make even Hercules quake in his classical sandals. The principal goal of this talk is to convince you that not only can you discharge such assignments well, but you can have fun and find great and lasting satisfaction in the process.

Dr. Iain Campbell is an associate professor of biochemistry in the Biological Sciences Department at the University of Pittsburgh. His principal research interest is industrial microbiology, which he pursues academically and as a private consultant. He is active in undergraduate education, has won the University of Pittsburgh Chancellor's Distinguished Teaching Award, and serves on the board of the Semester at Sea Program. He is a regular speaker on the academic, business, and general education circuits.

The First Course in Preparatory/Introductory Chemistry: Enthuse Them or Lose Them
Imagine the first meeting of a classroom full of nervous pre-chem students who fear both chemistry and math. You have 50 minutes during the first lecture to make your case and turn their fear of chemistry into excitement. In this session, I will demonstrate the techniques I use to keep students enthused — not only in the first lecture of preparatory chemistry but also throughout the course — while insisting on an extremely high level of comprehension of the fundamental concept not usually attempted in the pre-chem course.

Dr. Mike Silver graduated from Cornell University with a Ph.D. in inorganic chemistry in 1982. He did postdoctoral research at Northwestern University and then joined the faculty at Hope College in Holland, MI, where he is a full professor teaching courses across the curriculum. His most enjoyable course is an evening preparatory chemistry class he teaches at nearby Grand Rapids Community College. Dr. Silver received a Camille and Henry Dreyfus Teacher-Scholar Award for excellence in teaching and research in 1988, and the Provost's Award for Teaching Excellence in 1997.

Hands-On BiologyLabs On-Line
This session will provide faculty an opportunity to use web-based simulations that are designed to involve students in the scientific process. Although the labs are designed for general biology students, they are appropriate for many upper division courses. In addition to actually running the labs, participants will be given sample assignments for the use of the labs with their students. Session attendance limited to 24.

Dr. Scott Thomson has an A.B. degree in biology and chemistry from Middlebury College, a M.S. in entomology from the University of Georgia, and a Ph.D. in entomology from North Carolina State University. He completed postdoctoral work in molecular genetics in the Department of Zoology, Duke University, and at the U.S. Department of Agriculture, Grain Marketing and Production Research Laboratory in Manhattan, KS. For the past 12 years, he has been on the faculty of the Biological Sciences Department, University of Wisconsin-Parkside, Kenosha, and currently is associate professor and chair of the department. Dr. Thomson uses computer-based laboratory simulations as part of a core general genetics course.

Hands-On PhysioEx™ V5.0
A common challenge for A&P and Human Physiology laboratory courses is that many good learning activities may be too costly, too time-consuming, or too dangerous to perform in an actual wet lab. This session will allow you to explore a few of the 36 PhysioEx™ physiology lab simulations that may be used to supplement or substitute for wet labs. Suggestions will be given for use in the laboratory as well as in a lecture setting. Session attendance limited to 24.

Dr. Andrew Lokuta is a lecturer of physiology at the University of Wisconsin Medical School, Madison, Wisconsin. He has a Ph.D. in biochemistry from the University of Maryland Medical School, Baltimore, MD. Dr. Lokuta currently teaches human physiology to undergraduates, medical students and graduate students as well as molecular physiology to advanced degree students. These classes include both regular classroom lectures and hands-on laboratories wherein PhysioEx™ has been successfully (and thankfully) employed.

Preparing Students for Organic Chemistry: How Do You Get Students to Embrace the Mechanistic Approach
All organic chemistry textbooks heavily emphasize the reaction mechanism, as do organic chemistry professors. The reason is that we believe that understanding the reaction mechanism is the key to success. Why, then, do students persist in making (or buying) flashcards to help them memorize reactions (i.e., reactants, products, reaction conditions, regiochemistry and stereochemistry), and completely overlook the mechanism? After all, there is simply too much to memorize, such that memorizing only proliferates the frustration and poor student performances for which organic chemistry is infamous. In this session, we will explore the factors that facilitate memorization over learning and understanding reaction mechanisms and their various applications. Strategies for the classroom will be presented that can be effective in combating the attractiveness of memorization — strategies used in teaching what turned out to be an incredibly successful six-week summer organic prep course last year at the Duke University School of Medicine.

Dr. Joel Karty received his B.S. in chemistry in 1995 from the University of Puget Sound in Tacoma, WA. He later earned his Ph.D. from Stanford University in 2001, under the guidance of Dr. John I. Brauman. In the fall of 2001, Dr. Karty joined the faculty in the chemistry department at Elon University in Elon, NC, as an assistant professor. With a background in physical-organic chemistry, he teaches courses across the discipline, including organic chemistry, physical chemistry and general chemistry. He also teaches an organic chemistry prep course in the summers for the Summer Medical Education Program at the Duke University School of Medicine.

Using Modeling to Assess Understanding and Uncover and Modify Misconceptions
Our students come into our classes with considerable previous experience and their own ideas about how the world works. Sometimes their understanding corresponds with the scientifically accepted views of how the world works; sometimes it doesn't. When their understanding does correspond, the stage is set for continued learning. We can use the understanding they have and build on it. When their understanding doesn't correspond — that is, when a misconception (or alternate conception) exists — no real learning can occur until the misconception is addressed. Given this, how can we find out what our students know or understand? How can we find out if they have misconceptions? One method that can be used is modeling. Modeling can be used both to help students understand complex biological processes (for example, those that occur at the cellular or subcellular level) and to uncover any misconceptions they may have about these. In this session, participants will engage in and evaluate a specific modeling exercise. We will also discuss: a) what types of processes are better suited for modeling; b) what we need to consider before setting up a modeling activity; and c) how modeling can be used to uncover and modify misconception.

Jean Heitz is a faculty associate in zoology at the University of Wisconsin-Madison and has worked with a two-semester botany/zoology introductory sequence for majors since 1978. Her key roles have been in development of active learning activities for discussion sections and open-ended investigations for laboratory sections. Heitz also teaches a graduate course in "Teaching College Biology" and has presented workshops at a number of national meetings including the Coalition for Education in the Life Sciences IV Conference in 1995 (Strategies for Teaching and Learning in Undergraduate Life Sciences) and the Society for the Study of Evolution Conferences in 1999 (Teaching Evolution to Undergraduates) and in 2000 (Using Bioquest's BIRDD Program to Teach Evolution).

Using Technology to Enliven Introductory Biology
Introductory biology is particularly well-suited to the incorporation of technology into lectures and laboratory exercises. Multimedia allows for inclusion of very current topics, use of animation and video to clarify complicated issues, and reference to popular culture. In this presentation, a variety of creative ways to use technology to teach introductory biology will be discussed, including collaborative projects between professor and students, specific hardware and software solutions to common teaching goals, and how pop culture can enliven the classroom environment. The goal of this presentation is to present practical tips on how any teacher can use technology to improve the teaching and learning environment.

Dr. Eric J. Simon is an assistant professor of biology at New England College in Henniker, NH, where he teaches introductory biology, genetics, microbiology, and molecular biology. He received his Ph.D. in biochemistry from Harvard University. Dr. Simon is a coauthor, along with Neil Campbell and Jane Reece, of the books Essential Biology, Second Edition and Essential Biology with Physiology. His research interests focus on creative uses of technology to improve the teaching and learning of science.

Brainstorming Ways to Teach Anatomy from Various Perspectives (NEW SESSION ADDED)
Since Principles of Anatomy courses have such a large, diversified enrollment in terms of their student backgrounds and goals, it is very interesting and motivating to demonstrate anatomical principles from a variety of other fields of study in order to reinforce anatomy study. In addition to using clinical Radiology to reinforce knowledge of the skeletal system, for example, presenting aspects of (Forensic) Anthropology could provide a different perspective. The following questions will be addressed in this session: defining relevant perspectives, appropriate media presentation, time constraints, and how to sort through resources.

Kathleen Andersen holds two appointments at the University of Iowa, one as a senior lecturer in the Department of Anatomy and Cell Biology of the College of Medicine and the other in the Biobehavioral Department of the College of Nursing. Professor Andersen has a B.S. in biology from Creighton University in Omaha, NE and a M.S. in anatomy from the University of Iowa. Upon completion of the M.S. degree, she joined the faculty of the Dept of Anatomy at the University of Iowa. Involved with the anatomy education for the medical, dental, physical therapy, nursing, pre-pharmacy, EMS and physician assistant programs, she currently teaches undergraduate pre-nursing students as well as masters nursing students(Nurse Practitioners and Nurse Anesthetists.) She teaches both systemic and regional anatomy in both lecture and lab. Professional organizations include the AACA, HAPS and AAA.

Strategies for Incorporating Writing into a Chemistry Class
Although a chemistry class may not seem like a natural place to teach writing, students can benefit greatly from learning to write well about the complex subject matter they encounter in chemistry courses. Ideas and results that are communicated clearly stand a much better chance of being understood and appreciated by their audience. In addition, extensive, thoughtful writing assignments will help students to think about their results more deeply. In this workshop, I will introduce teaching tools I have used to teach writing in a lecture and laboratory class in analytical chemistry. During the course, students write several extensive laboratory reports, learn about the conventions of the chemical literature, write in groups, give oral presentations, work with peer writing tutors, and revise a written report using instructor feedback. We will discuss how to create clear and effective writing assignments, how to provide helpful feedback and assessment, and how to find and use writing resources.

Dr. Rebecca Whelan earned a B.A. from Lawrence University in 1996 with a double major in english and chemistry. She earned a Ph.D. in chemistry from Stanford University in 2003. She is currently a postdoctoral research fellow in the University of Michigan Chemistry Department and will join the faculty of Oberlin College in January 2005. In 1999, Rebecca received the Walter J. Gores Award, Stanford University’s highest honor recognizing excellence in teaching.

Hands-On InterActive Anatomy, IP and Primal Pictures' Interactive Functional Anatomy
Join us for a hands-on, interactive experience with ADAM® InterActive Anatomy and InterActive Physiology. We will also explore Primal Pictures' Interactive Functional Anatomy. In this open lab exploration, you will get a chance to explore ways to utilize ADAM® InterActive Anatomy inside and outside the classroom and delve into the resources available within the seven different IP modules. See how useful these CD-ROM products can be to your lectures, labs and students' independent study time. Session attendance limited to 24.

Dr. Mary Lou Bareither received a B.S. in biology from the University of Illinois at Chicago in 1974 and a Ph.D. in anatomy and cell biology from the University of Illinois at the Medical Center in 1980. She has taught all aspects of human anatomy at various institutions: the Scholl College of Podiatric Medicine, the National College of Chiropractic and the University of Illinois' departments of physical therapy, occupational therapy and kinesiology. She is director of undergraduate studies in the Department of Movement Sciences at the University of Illinois at Chicago.

Online Course Management
As advances in Internet technology are helping instructors teach online science courses more effectively, the variety of options for online course management can be overwhelming. This session will demonstrate CourseCompass™ powered by Blackboard and highlight Benjamin Cummings' customizable content, including lecture outlines, chapter-specific test and quiz questions, interactive exercises, case studies, web-based research activities, and more. Session attendance limited to 24.

Dr. Kim Aaronson has been in the health care field since 1969 when he began working in a hospital laboratory in Alliance, OH. Since that time he has worked as a medical technologist for many years. He attended Physician's Assistant and Forensic Pathology Training at Medical University of South Carolina at Charleston. He got a B.S. in science education, biology from East Carolina University in 1981 and received his D.C. from Cleveland Chiropractic College in Kansas City, MO in 1996. He has taught from middle school through college in the science and health fields. Dr. Aaronson teaches anatomy & physiology, nutrition and medical terminology at Truman College, and nutrition and human biology at CHIC, Chicago and Medical Terminology online for Harold Washington College.

Chris Christensen is a technology specialist for Benjamin Cummings.

Special Thanks To:

• Rick Peifer, Assistant Director, Instructor and Lab Coordinator, General Biology Program, University of Minnesota, MN