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