Workshop schedule

Botany 2002
Botany in the Curriculum:
Integrating Research and Teaching

August 2-4: Forum on Botanical Education & Outreach
August 4-7: Annual Scientific Conference

Pyle Conference Center
University of Wisconsin
Madison, Wisconsin

Forum Sessions

Kids In Nature: An authentic approach to plant sciences through a partnership effort

K-12 teacher professional development programs - Plants in the classroom

Developing inquiry-based lessons in botany, ecology, and environmental science for high school students

Starting a green movement: Integrating botanical systems in high school state standards

Academic success across a K-12 multicultural curriculum with exciting botany explorations

A titanic outreach event: The Blooming of the Titan Arum at the University of Wisconsin

Web-based identification guides, reporting, GIS, and databasing for schools and citizen scientists to help study and conserve nature

Organizer: RICHARD A. NIESENBAUM, Biology Department, Muhlenberg College, Allentown, PA 18104-5586. Tele: (484) 664-3258, Fax: (484) 664-3002, E-mail: niesenba@muhlenberg.edu

Many universities and colleges have switched from dichotomous curricula emphasizing either botany or zoology, to more integrative or hierarchical curricula emphasizing levels of organization. In this roundtable discussion we will address the effectiveness of such approaches and the consequences for the teaching of plant biology. How can we effectively integrate botany across all levels of a hierarchical curriculum? Where are plants emphasized in core introductory sequences organized by level of organization? How can plants be integrated into a broad curriculum if there are only one or two plant biologists in a department and their experience is at a particular level such as ecology? Should we return to separate but equal representation of plant and animal courses or does it make sense to cover both plants and animals in individual courses like development, genetics, and ecology? These will be some of the questions that we will consider, but ultimately we will focus our discussion on pragmatic solutions such as research based curricula, plant-specific concentrations, and reversing the hierarchy in the introductory sequence.

Transforming Core Botanical Concepts into Golden Opportunities for Student Learning

Organizer: kUMKUM PRABHAKAR, Biology Department, Nassau Community College, One Education Drive, Garden City, NY 11530. Tele: (516) 572-8086, Fax: (516)-378-0207, E-mail: prabhak@sunynassau.edu

This Session will include technologically enhanced presentation of the innovative strategies adopted to develop student-centered curriculum of Bio 124 Plants & Society course with the investigative approach at Nassau Community College. Various tools and techniques of active learning, collaborative activities, utilization of technology, and recognition of different cultures will be discussed. Students in Bio 124 are introduced to the chemistry and structure of the plant cell, tissues, organs, and their basic functions during lecture and lab sessions. The model of constructivist teaching applied expects students to connect the course content to nutritional, medicinal, and ethnobotanical aspects of commonly used plant products. The lab reports include data and botanical (phytochemical) research that enhances their information literacy and critical thinking skills.

Other than traditional laboratory exercises, students participate in an on-going investigative project that requires construction of hypotheses by questioning botanical phenomena from everyday situation. The testing of hypotheses by motivating students to explore scientific reasons for these phenomena can be a journey through various processes that scientist use. The projects completed in Bio 124 include reports about propagating rose bushes and auxins, breaking bulb dormancy, seed germination and GA, flowering and day length, fruit ripening and cytokinins, grafting and secondary meristems, and similar concepts. This workshop session will include discussion on modular approach for hands-on learning experience of botany.

Botany: An Attractive Way to Generate Biological Literacy among Non-Science Majors

Organizer: LINDA E. GRAHAM, Department of Botany, 430 Lincoln Drive, University of Wisconsin-Madison, Madison, WI 53706. Tele: (608) 262-2640, Fax: (608) 262-7509, E-mail: lkgraham@facstaff.wisc.edu

Other Participants: ALMUTH TSCHUNKO, Marietta College, Marietta, OH, E-mail tschunka@mcnet.marietta.edu; LESLIE TOWILL, Department of Plant Biology, Arizona State University, P.O. Box 871601. Tempe, AZ 85287. Tele: (480) 965-3247, Fax: (480) 965-689, E-mail: towill@asu.edu; JAMES COLBERT, Iowa State University, Ames; and CHRIS PIRES, Department of Agronomy, University of Wisconsin-Madison.

The two-thirds of today's college students who are non-science majors will have a major impact on the future ecological integrity of our world. They will vote, serve on juries, lead major corporations or government agencies, teach thousands of students, or otherwise influence decisions that affect us all based on limited college exposure to scientific methods and information. They need a solid foundation on which to evaluate media reports of scientific findings and apply them. But students will not acquire this foundation if they are not attracted to or interested in their science courses.

Plant biology is a particularly appealing way to impart science process and basic scientific and biological concepts. Students are attracted to the beauty and utility of plants. They are interested in medicinal herbs, controversies about genetically modified food crops, and environmental degradation. Non-major students need to see the connections between basic biological concepts and their own lives. Speakers in this session will discuss ways to use plant-centered courses to attract students toward a broad understanding of basic biology and science process. A panel-facilitated audience discussion will further develop these ideas.

Organizers: PETER STEVENS, Missouri Botanical Garden, PO Box 299, St Louis, MO 63166-0299. Tele: (314) 577-0861, Fax: (314) 577-0830, E-mail: peter.stevens@mobot.org , and AARON LISTON, Department of Botany & Plant Pathology, Oregon State University, Corvallis, Oregon 97331-2902. Tele: (541) 737-5301, Fax: (541) 737-3573, E-mail: listona@bcc.orst.edu

"New" hypotheses of relationships of flowering plants appear almost every week, but the web can keep the student, teacher and researcher current. /APweb/ includes phylogenetic trees, lists of families and orders, and characterisations of many branches of the phylogenetic tree and of all 4-- families are interlinked, and family characterisations are linked to images, lists of included genera and family web sites. There is a brief discussion the characters appearing on the tree, and there are currently some ---- references. The site is no more than 6 months behind with the literature. It is designed to allow students of all types to focus on morphological change through evolutionary time and on diversification within groups and also to stabilise the use of names. A challenge is to understand plants of the local flora in the context of such a global hierarchy of all flowering plants. (Peter Stevens)

Most universities require undergraduates to take a number of writing courses, and there is a trend towards emphasis of "writing across the curriculum." I developed a course that integrates writing and angiosperm phylogeny. Entitled "flowering plants of the world", the audience is upper-division life science majors, and the only prerequisite is a year of biology. I survey angiosperm diversity in a phylogenetic context, using Peter Steven's "Angiosperm Phylogeny Website" as a virtual textbook. The lectures cover all 54 angiosperm orders, and rely heavily on images from a wide range of Internet sources. I highlight the distinctive features of over 200 families, their morphological adaptations to diverse regions of the world, and plants of economic and cultural importance. The students complete six writing assignments of ca. 500-1000 words each. The assignments typically focus on a single plant family or the work of an individual plant systematist. The assignments incorporate the evaluation, interpretation and use of the primary literature, systematic references and Internet resources. The students also keep a "plant family journal" documenting their "discoveries" in 30 angiosperm families of their choice. (Aaron Liston)

Other Participants: MICHAEL G. SIMPSON, Department of Biology, San Diego State University, San Diego, CA 92182-4614. Tele: (619) 594-4479, Fax: (619) 594-5676, Email: msimpson@sunstroke.sdsu.edu and ANNE BRADLEY, Regional Botanist, USDA Forest Service, Pacific Southwest Region, 1323 Club Dr., Vallejo, CA 94592. Tele: (707) 562-8938, Fax: (707) 562-9054, E-mail: abradley@fs.fed.us

This panel will focus on two main issues, using California as a test-case: 1) how to train students so that they are qualified to become professional botanists, and 2) how to best provide continuing education for botanists already working in a professional setting.

There are a limited number of job opportunities in academia and students should be presented with the full spectrum of career possibilities regarding botanical employment. The best opportunities for full-time botanical careers may be in the federal, state, county, and environmental consulting sectors. Minimum qualifications for employment are often not met by recent graduates because there has been a decline in the number of botany classes that are offered at Universities. With a current shortage of trained botanists and an even larger shortage expected in the future, what is the role of Universities to train people who can become non-academic, professional botanists?

Public programs are a way of providing continuing education for professional botanists already working in the field. Programs such as the Jepson Herbarium Weekend Workshop Series provide current botanists and plant enthusiasts with new skills and a refresher on certain topics. We have found that these programs are mutually beneficial and have cultivated relationships between academic scientists and other professionals from non-academic fields.

Organizers: PATRICIA GENSEL, Department of Biology, University of North Carolina, Chapel Hill, NC 27599. Tele: (919) 962-6937, E-mail: pgensel@bio.unc.edu

Other Participants: ANDREW J. PETTO, Division of Liberal Arts, University of the Arts, 320 S Broad St, Philadelphia PA 19102-4994 and CHRISTOPHER H. HAUFLER, Department of Ecology and Evolutionary Biology, University of Kansas, Lawrence, KS 66045. Tele: (785) 864-3255, E-mail: vulgare@ku.edu

Teaching of evolution is increasingly important in order to provide all students with a solid understanding of its scientific bases and significance in understanding life. Research in plant evolutionary biology has contributed in major ways to an improved understanding of fundamental questions regarding both evolutionary patterns and processes and can provide a unique view of evolution unavailable from other systems. This session will address these two ideas, by considering 1) why one should push for incorporating a course in evolution that spans micro- to macro-evolutionary patterns and processes into the undergraduate curriculum; 2) the importance of teaching that evolution is studied scientifically, by developing hypotheses, testing them, etc. and that both observation and experimentation play important roles in this process; and 3) ways that plants can be effectively used to demonstrate principles of evolution whether as topics in general courses or as part of an evolution course. Brief presentations and an activity are scheduled.

The Course, Curriculum, and Laboratory (CCLI) Program: Program overview, proposal preparation, and suggestions for faculty

Organizer: JILL SINGER, Program Director, National Science Foundation, Division of Undergraduate Education, 4201 Wilson Blvd, Suite 835, Arlington, VA 22230. Tele: 703-292-4651, Fax: 703-292-9015, E-mail: jsinger@nsf.gov

The NSF's Course, Curriculum, and Laboratory Improvement (CCLI) program makes grants for projects to improve the quality of STEM (Science, Technology, Engineering, and Mathematics) education for all students and targets activities affecting course content, curricula, and educational practices. The CCLI program is the largest program administered within the Division of Undergraduate Education (DUE) and the program supports the development, adaptation, and implementation of effective models, products, and practices that meet the needs of all students. The CCLI program supports projects at all levels of undergraduate education and supports activities in the classroom, laboratory, and field settings. The CCLI program offers faculty at all career stages opportunities to impact student learning. This informational session will provide an overview of each of the three tracks in the CCLI program (Educational Materials Development, National Dissemination, and Adaptation and Implementation) and provide some examples of current and recently completed projects in botany. General advice for writing competitive proposals and ways to support undergraduate research activities will also be provided. A brief summary of other NSF and DUE undergraduate education and research programs will be given.

Organizer: STANLEY A. RICE, Department of Biological Sciences, Southeastern Oklahoma State University, Durant OK 74701-0609. Tele: (580) 745-2688, Fax: (580) 745-7459, E-mail: srice@sosu.edu

A bioassay is a technique in which living organisms are used to assay the biological activity (e.g. toxicity) of a material. One common bioassay uses brine shrimp (Artemia salina) to determine toxicity (and potential medicinal activity) of plant materials. One advantage that this method offers over the direct measurement of toxic chemicals is that it is not necessary to know which toxic chemicals are present. The fact that brine shrimp have not co-evolved with the plants used in the bioassay means that they are likely to be sensitive to the toxins. Our undergraduate researchers have used bioassays in potentially publishable projects for the following: to determine seasonal and between-year variation in toxicity of oak leaves; comparison of leaf toxicity between long- and short-lived woody plants; comparison of bark toxicity in three tree species. These students have, in turn, brought their research back to the general audience of undergraduates by presenting their results to our classes. In this session, participants will discuss and develop ideas for the following: (1) Discussion of research and teaching laboratory situations in which bioassays may be useful e.g. botany, ecology, and environmental science; (2) Potential uses of bioassays in laboratory activities and student research other than those presented; (3) Developing new bioassays such as the hornworm (Manduca sexta) bioassay we developed.

Organizer: ERICA KIPP, The New York Botanical Garden, Plant Research Laboratory, Bronx, NY 10458-5126. Tele: (718) 817-8174, Fax: (718) 817-8139, E-mail: ekipp@nybg.org

Especially with science courses, teachers need to strike a balance between lecture and laboratory. An additional challenge is to find a laboratory that is relevant to the lecture material presented, a laboratory that produces results in a reasonable amount of time, and one that uses the least hazardous substances available. In diminishing the trade-off between quality laboratory exercises and turn-around time, Erica Kipp of The New York Botanical Garden has revamped the botany continuing education program with respect to college credit recommended botany core courses and their lecture/laboratory sequences. In addition to managing the Plant Research Laboratory, Erica Kipp coordinates the botany programs for continuing adult education and teaches Botany I (Basic Anatomy) and Botany II (Plant Anatomy and Physiology). Many of these courses are offered not only for continuing education certificate credit, but also for undergraduate biology/botany credit. Combining a phytochemical background with the vast living collection available at the Garden, students are exposed to a wide variety of laboratory exercises including fresh plant material, thin layer chromatography, extracting of pigments, enzyme labs and much more – – all producing results within one to one hour and a half time. Furthermore, much experimentation has gone into minimum chemical concentrations necessary to produce results in order to limit student chemical-exposure.

Organizer: ROB REINSVOLD, Department of Biological Sciences, University of Northern Colorado, Greeley, CO 80639. Tele: (970) 351-2716, Fax: (970) 351-2335, E-mail: rjreins@unco.edu

Other Participants: ESTELLE LEVETIN and KAREN MCMAHON, Department of Biological Science, The University of Tulsa, 600 S. College Ave., Tulsa, OK. Tele: (918) 631-2764 (Levetin) and (918) 631-3129 (McMahon), Fax: (918) 631-2762, E-mail: estelle-levetin@utulsa.edu and karen-mcmahon@utulsa.edu

An alternative to the traditional approach towards botany is placing an emphasis on the practical aspects of plant science. The recent publication of Laboratory Manual for Applied Botany (Levetin, McMahon, & Reinsvold, 2002. McGraw Hill) helps students, both majors and non-majors, realize that the study of plants is relevant to their lives and that they can participate in the discovery process of science. The investigative activities in this manual use the practical approach to learn about science and botany. For example, in one topic called "Cells of Crystal and Color", students are introduced to the components of a plant cell, but they also produce protoplasts for bioengineering, extract plant dyes, and learn how plant crystals are used in forensic science and archeology. In "Plant Tissues - The Fabrics of Our Lives", the tissues that make up the plant body are reviewed, but in addition, students see firsthand how plant fibers are utilized to make cloth and paper. The details of wood anatomy are covered in "The Beauty of Wood", but this topic differs from the standard treatment in that students examine tree cores for dendrochonological and dendroclimatological data. Several topics are devoted exclusively to economically important crops. The exercises introduce students to cereals, legumes, starching staples, and spices. Additionally, students discover through hands-on experiments the role of gluten in leavened bread, how plant oil can be made into soap, the value of starch grains in identification, and the antibiotic activity of garlic. Some of the activities are open-ended investigations such as in "Bioactive Drugs in Action" which uses animal models to test the effectiveness of several plant-derived drugs, and in "Fleshy Fruits and Flying Seeds" where students are encouraged to design their own experiments with wind-dispersed seeds.

The design of the Laboratory Manual for Applied Botany allows maximum flexibility for the instructor. Each of the 18 topics is divided into multiple exercises from which the instructor can pick and choose. The activities can be easily customized to a variety of learning environments.

The intent of this forum is to briefly present some of the activities in the Laboratory Manual for Applied Botany as models for practical learning activities using plants. All the participants attending this forum will be asked to suggest additional activities of applied botany. The relative merits of the applied approach to botany will be compared with the traditional plant anatomy and life cycle approach

Organizer: LAWRENCE FRITZ, National Science Foundation , Division of Biological Infrastructure , 4201 Wilson Blvd. , Arlington, VA. 22230. Tele: 703-292-8470, Fax: 703-292-9063, E-mail: lfritz@nsf.gov

Acquisition of federal funding is of primary concern to researchers and educators across the country. Several NSF programs support investigators in equipping research facilities and laboratories with state-of-the-art instrumentation and training students. This session will provide an overview of relevant NSF programs and the associated grant review process, with a focus on programs that support the involvement of undergraduates in research (e.g., REU, MRI, CRUI, RUI, etc.). Discussion will include topics on the planning and developing of a successful application as well as program guidelines, policies, eligibility, and review criteria. The presentation will be followed by a question and answer period.

Organizers: BEVERLY J. BROWN, Nazareth College of Rochester, 4245 East Ave., Rochester, NY 14618. Tele: (585) 389-2555, Fax: (585) 586-2452, E-mail: bjbrown@naz.edu , and PHIL GIBSON, Agnes Scott College, Decatur, GA 30030. Tele: (404) 471-6267, Fax: (404) 471-5368, E-mail: pgibson@agnesscott.edu

We wanted to involve our students in hands-on botanical research and draw upon the strengths of our own research programs. In this session, we will present two laboratory sessions that involve students in the scientific process. Beverly Brown will present how she conducted a study of competition for pollination between an invasive species (Lythrum salicaria) and a native species (Echinocystis lobata) during the summer. That fall, students conducted their own visitation observations using plants in bloom at that time (Polyganum cuspidatum and Lotus corniculatus). When seeds had set at the summer research site, students collected fruit and determined seed set. These data were used in a poster submitted to a local Academy of Science. Phil Gibson will present how he and students conducted a phylogenetic analysis of weedy species of Grindelia. Using field collected specimens, students conducted genetic and morphological analyses to develop a phylogeny for a group of species in this genus. The resultant phylogeny was used as preliminary data for a grant proposal. These exercises allowed a closer look at botanical research methods, and improved understanding of the scientific method. The fact that the data were used for a "real" purpose helped motivate students to do superior work.

Plant Science Education - Discussion of a new journal

Organizers: JOSEPH E. ARMSTRONG, CB-4120 Biological Sciences, Illinois State University, Normal, IL 61790-4120. Tele: (309) 438 2601, Fax: (309) 438 3722, E-mail: jearmstr@ilstu.edu and MARSHALL SUNDBERG, Division of Biological Sciences, Emporia State University, Emporia, KS 66801. Tele: (316) 341 5311, E-mail: sundberm@esumail.emporia.edu

While most professional botanical societies have journals in which members may publish research, few if any have outlets for publishing educational articles. The Botanical Society of America seeks an open dialogue with botanists, teachers, and other educators interested in the idea of establishing such a journal as a collaborative effort. New initiatives are being pursued and we offer you this opportunity to bring your ideas, interest, and needs to this open discussion. We see an opportunity for a number of botanical societies to collaborate, perhaps establishing links between academic institutions and botanical educators at botanical gardens and arboreta, and between universities and schools.

The small college arboretum: How to establish it and use it for undergraduate teaching

Organizer: MICHAEL F. GROSS, Biology, Georgian Court College, 900 Lakewood Ave, Lakewood, NJ 08701. Tele: (732) 364.2200 ext. 373, Fax: (732) 905.8571, E-mail: gross@georgian.edu

An arboretum can be a convenient and effective tool for teaching botany to undergraduates, yet many small colleges do not have one. This session will cover how to create, maintain and use an arboretum on a small budget with a minimal investment of time and few staff members. Information that should be included in plant records databases will be discussed. Species that can be grown in many parts of North America and that are particularly useful for teaching botany will be introduced, along with the characteristics that make them good for instruction. Examples of how to organize these woody plants in an arboretum to facilitate their use in teaching will be given. An annotated bibliography of print and online reference materials, and information on where to obtain species of interest, will be provided.

Organizer: JEAN M. GERRATH, Department of Biology, University of Northern Iowa, Cedar Falls, IA 50614-0421. Tele: (319) 273-7152, Fax: (319) 273-7125, E-mail: jean.gerrath@uni.edu

An ideal botany program would be supported by a herbarium, greenhouse, and an easily accessible arboretum or other outdoor demonstration area. As financial support for their maintenance has dwindled, universities and colleges must look to creative ways to maintain these areas. At University of Northern Iowa we have established greenhouse internships that give students the opportunity to gain practical experience in the daily operation of the greenhouse while allowing our support staff to become more directly involved in our educational mission. Student interns complete 200 hours of paid work at the greenhouse, during which time they improve their plant identification skills, and learn the fundamentals of watering, plant propagation, and pest and disease management. During the second 200 unpaid hours they improve their greenhouse management skills, lead public tours, and develop and execute a project that will enhance the greenhouse or its grounds. Students gain Biology credit for the internship as well as a chance to apply their classroom knowledge in a practical setting. The Biology Department gains a well-run greenhouse operation that supports classroom teaching and learning across the Campus at a reasonable cost. Based on the success of the program, we plan to extend the internship program to our campus preserve lands.

Supporting undergraduate education and research: How Project Kaleidosocpe (PKAL) and the Council on Undergraduate Research (CUR) can help

Organizer: JEFFREY M. OSBORN, Division of Science, Truman State University, 100 E. Normal St., Kirksville, MO 63501-4221. Tele: (660) 785-4017, Fax: (660) 785-4045, E-mail: josborn@truman.edu.

Project Kaleidoscope (PKAL; http://www.pkal.org) is an informal national alliance of individuals,institutions, and organizations committed to strengthening undergraduate science, mathematics, engineering, and technology education. Two goals have shaped PKAL since its beginning in 1989, to: 1) Transform the learning environment for undergraduate students in SMET by building institutional teams with a driving vision of what works and who are committed to action; and 2) Foster public understanding of how a strong undergraduate science serves the national interest. PKAL Workshops offer participants the opportunity to exchange ideas and learn from each other. PKAL is distinctive in that it brings together: all the disciplines in the natural and behavioral sciences, engineering, mathematics and computer science; president, deans and development officers; faculty at all career stages; and staff of national scientific and educational organizations representatives of all sectors of higher education. PKAL offers a range of programs and initiatives that are focused on the following areas: faculty, facilities, curriculum, institutional issues, and national issues.

The Council on Undergraduate Research (CUR; http://www.cur.org) is a national organization whose mission is to support and promote high-quality undergraduate student-faculty research and scholarship. CUR and its affiliated colleges, universities, and individuals share a focus on providing undergraduate research opportunities for faculty and students at predominantly undergraduate institutions. CUR believes that faculty members enhance their teaching and contribution to society by remaining active in research and by involving undergraduates in research. CUR's leadership works with agencies and foundations to enhance research opportunities for faculty and students. CUR provides support for faculty development, and its publications, workshops, conferences, fellowships, and outreach activities are designed to share successful models and strategies for establishing and institutionalizing undergraduate research programs. CUR assists administrators and faculty members in improving and assessing the research environment at their institutions. CUR also provides information on the importance of undergraduate research to state legislatures, private foundations, government agencies, and the U.S. Congress. CUR welcomes faculty and administrators from all academic institutions, yet its primary advocacy is in support of faculty and students at predominantly undergraduate institutions. CUR achieves its vision through efforts of its membership as organized in a divisional structure that includes biology, chemistry, geosciences, mathematics and computer science, physics and astronomy, psychology, social sciences, and an at-large division that serves administrators and other disciplines. CUR has 3,000 members representing over 870 institutions in eight academic divisions.

Kids In Nature: An authentic approach to plant sciences through a partnership effort

Organizer: JENNIFER THORSCH, Department Ecology, Evolution and Marine Biology, University of California, Santa Barbara, CA 93106. Tele: (805) 893-2401, Fax: (805) 893-4729, E-mail: thorsch@lifesci.ucsb.edu

Participants: JULIE BROUGHTON, Geology Department, University of California, Santa Barbara, CA 93106. Tele: (805) 893-2401, E-mail: julie@geol.ucsb.edu ; IVONNE BUDIANTO, Gervirtz Graduate School of Education, University of California, Santa Barbara, CA 93106. Tele: (805) 893-2401, E-mail: ibudiant@education.ucsb.edu ; and MICHAEL WILLIAMS, Director of Sedgwick Reserve, Natural Reserve System, University of California, Santa Barbara, CA 93106. Tele: (805) 686-1941, E-mail: m_willia@lifesci.ucsb.edu

The National Science Education Standards call for student development of content knowledge as well as investigative and experimental skills. These goals can be met through conducting authentic activities, which are ordinary practices of the scientific culture. Many science curricula can benefit from the incorporation of authentic practices, and support from partnerships with outreach programs can enhance such incorporations. The Kids In Nature (KIN) program was developed through a partnership between the Museum of Systematics & Ecology (MSE) at the University of California Santa Barbara (UCSB) and Sedgwick Reserve (part of UCSB,s Natural Reserve System) to serve teachers and underrepresented elementary students in surrounding school districts. Designed to span the entire school year, the KIN program provides students with the opportunity to engage in an interdisciplinary study, combining the arts, technology, language arts, mathematics and science. Students engage in lessons and custom designed computer activities in the classroom that simulate the processes of botanists and restoration ecologists, take a field trip to MSE to support these conceptual lessons, and apply their resulting understanding to a real restoration effort at Sedgwick Reserve. Through an in-depth study of habitat restoration, students gain an understanding of botanical and ecological concepts.

K-12 teacher professional development programs - Plants in the classroom

Organizers: D. TIMOTHY GERBER, Biology Department, University of Wisconsin-La Crosse, 1725 State St, La Crosse, WI 54601. Tele: (608) 785 697, Fax: (608) 785 6959, E-mail: gerber.dani@uwlax.edu and DAVID DOBBINS, Biology Department, P.O. Box 1002, Millersville University, Millersville, PA 1551. Tele: (717) 872 3503, E-mail: david.dobbins@millersville.edu

The need for teacher professional development programs is critical for excellence in K-12 level math and science courses and is an important part of the educational reform in science occurring in the United States today. As botanists, it is equally critical that we participate in teacher professional development programs to ensure plant biology is included in K-12 level courses. Professional botanists therefore must be aware of national and state science standards and standards-based science curricula developed by K-12 school districts. "The chances for successful [K-12 educational] reform will be enhanced by a focus on standards-based professional development that builds the scientific and instructional knowledge necessary for real curricular and instructional change." (AAAS, 1998. Blueprints for reform. Oxford U. Press) Over the last several years, we have developed teacher professional workshops which emphasize plants in grades K-8 (Gerber) and grades 3-12 (Dobbins). We see an opportunity through this forum to present what we have learned from developing teacher professional workshops.

Developing inquiry-based lessons in botany, ecology, and environmental science for high school students

Organizers: MARCIA A. RICKEY and JAMES W. ARMACOST JR., Biological Sciences Department, Illinois State University, Campus Box 4120, Normal IL 61790. Tele: (309) 438-8574 (Rickey) and (309) 438-5207 (Armacost), Fax: (309) 438-3722, E-mail: maricke@ilstu.edu Rickey) and jwarma@ilstu.edu (Armacost)

Other Participants: KAREN LOWERY, Bloomington High School, Environmental Science Teacher, 1202 E. Locust, Bloomington IL 61701, Tele: (309) 828-5201, E-mail: loweryK@district87.org; DARCI HARLAND, Gridley High School, Biology/Earth Science Teacher, P.O. Box 530, Gridley IL 61744-0530. Tele: (309) 747-2156, Fax: (309) 747-2475, E-mail: dharland@waldenu.edu; ELISA PALMER, Normal Community High School, Biology Teacher, 303 Kingsley Ave. Normal, IL 61761. Tele: (309) 452-4461, Fax: (309) 454-1845, E-mail palmerel@unit5.org

The PRISM (Partnerships for Research in Math and Science Education) Project at Illinois State University, sponsored by the National Science Foundation, employs graduate students in the sciences and mathematics to improve the GK-12 math and science curricula in local schools. We created inquiry-based lessons in botany, ecology, and environmental science. Topics included invasive species, tree identification, habitat fragmentation, and ecological succession, with an emphasis on Illinois species and habitats. Many of the lessons draw extensively on resources at Illinois State University and emphasize both the integration of technology and interdisciplinary integration, particularly between science and mathematics. For example, the invasive species and tree identification lessons made extensive use of prepared museum/herbarium specimens and digital photographs, while the habitat fragmentation lesson included a strong mathematical component. All lessons addressed Illinois State Learning Standards for Science. The lessons were tested in Environmental Sciences classes at Bloomington High School and revised after initial classroom use. Lesson materials and other assistance are being distributed to central Illinois teachers and are available to all teachers via our web site at: http://www.gk12.ilstu.edu/. Future work will include professional development opportunities for teachers on topics in botany, ecology, and environmental science.

Starting a Green Movement: Integrating botanical systems in high school state standards

Organizers: TANIA REHSE, Department of Biology, Duke University, Box 90338, Durham, NC 27708. Tele: (919) 660-7359. Fax: (919) 660-7293, E-mail: t.rehse@duke.edu and BRENT MISHLER, University of California, Berkley, University and Jepson Herbaria, 1001 Valley Life Sciences Bldg. #2465, Berkley, CA 94720-2465. Tele: (510) 642-6810, Fax: (510) 643-5390, E-mail: bmishler@socrates.berkeley.edu

Other Participants: WILLIAM J. TUCCI, North Carolina Department of Public Instruction, Education Building, Raleigh, NC 27601-2825, Tele: (919) 807-3845, E-mail: wtucci@dpi.state.nc.us and KEVIN J. NIEMI, Center for Biology, 425 Henry Mall, Madison, WI 53706. Tele: (608) 262-5480, E-mail: kjniemi@facstaff.wisc.edu

Students interested in biology after high school likely have not been exposed to plants in a meaningful way during their K-12 education. This reflects a bias toward animal-based curricula in the K-12 classrooms, leaving students ignorant of the increasingly important role of plants in the global society. A portion of the blame for this bias rests upon each state's educational standards, which define "what's on the test." Teachers are obligated to teach to these standardized exams, which more often emphasize zoological rather than botanical systems.

One effective approach to help invigorate botany in our schools is for professional botanists to get involved to help influence local and national educational standards to *require* an understanding of plants as an important component in biological systems. Also, plants are superior subjects for teaching many important biological topics, such as genetics, ecology, and evolution. To this end, this panel session is designed to educate participants about state educational standards, how they may vary from state to state, and how to influence your state's science/biology requirements.

Sponsored by the National Science Foundation (Grant DEB-0090227), the Deep Gene RCN exists to integrate green plant phylogenetics and genomics, and educational outreach is part of its mission. For more information, please visit our web site at: http://ucjeps.herb.berkeley.edu/bryolab/deepgene/

Academic success across a K-12 multicultural curriculum with exciting botany explorations.

Organizer(s): J. S. SHIPMAN, J. S., Department of Biological Sciences, MAKTAG School, Elm Street, Newmarket, NH 03857 and Library, Bunker Hill Community College, New Rutherford Avenue, Boston, MA 02129. Tele/Fax: (617) 469-9732, E-mail: shipman_js@hotmail.com

Other Participants: SAMUEL L. TUCKER and DIANE M.SMITH, Department of Biological Sciences, MAKTAG School, Elm Street, Newmarket, NH 03857.

Explorations in botany can provide stimulating information that allows individuals to develop academically and personally while getting the essentials of a K-12 education. Because plants are used in many ways by all people, they provide a perfect source of content information for a multicultural curriculum focussed on academic success. How can botanical studies be used to both enhance the quest for competencies and the desire to learn? Come and find out. Come and share your ideas.

Speakers with various backgrounds, working with culturally diverse groups and/or with botany, will introduce the session. A group activity in the latter part of the session, involving discussion and interaction will culminate in one or more projects, such as group recommendations, sample letter to textbook publishers, personal agendas for future implementation, newly designed classroom activities, and publication(s) resulting from the session. Teachers at all levels, researchers, parents and others interested in the session are invited.

A titanic outreach event: The Blooming of the Titan Arum at the University of Wisconsin

Organizers: PAUL E. BERRY and KANDIS ELLIOT, Department of Botany, University of Wisconsin, Madison, 132 Birge Hall, 430 Lincoln Drive, Madison, WI 53706. Tele. (608) 265-9237 (Berry) and (608) 262-3513 (Elliot), E-mail: pberry@wisc.edu and keelliot@facstaff.wisc.edu .

Just as classes were ending in May of 2001, a fortuitous event took place at the University of Wisconsin-Madison Botany Department. Instead of the accustomed new leaf sprouting from the tuber of one of our two titan arum plants (Amorphophallus titanum), we realized that a young inflorescence was emerging that would lead to one of the most outrageous flowering events in the plant kingdom. As seen in other instances of titan arum blooms, we had the possibility of a special public outreach event for the department and the university.

We will demonstrate how we capitalized on the opportunity, aided by a humongous bloom (even for titan arums) fueled by Wisconsin cow manure. It took a couple of visionaries in the department, who sparked the interest of the public relations department, the chancellor, and our dean; then a massive cooperative effort involving the Department of Information Technology (webcam!); the Botany Multimedia Facility (instructive graphics and signage); the marketing of T-shirts, prints, and postcards; and a host of students, faculty, police, and other volunteers to inform and handle the large crowds. Over 20,000 visitors came in person to see our bloom, leaving $50,000 in donations and purchases to support our greenhouse and gardens. Our web page was hugely successful and gave our information technologists the highest volume the university had ever experienced. We received comments and encouragement from all corners of the world.

There was scientific and conservation output as well, since we were able to cross-pollinate our plant with donor pollen from Selby Botanical Garden. We had 100% fruit set, with over 1500 seeds produced and widely distributed, including a large batch sent to the plant's native Indonesia.

Web-based identification guides, reporting, GIS, and databasing for schools and citizen scientists to help study and conserve nature

Organizer: JOHN PICKERING, 711 Biological Sciences Building, University of Georgia, Athens, GA 30602-2602. Tele: (706) 542-1115, E-mail: pick@discoverlife.org .

An on-line demonstration will teach participants how to identify species, search for information, and report observations using the http://www.discoverlife.org Web site. Discussion will consider how teachers, students, and scientists can participate in Nature Days to inventory and monitor their local environment.

August 2-4: Forum on Botanical Education & Outreach August 4-7: Annual Scientific Conference

Pyle Conference Center University of Wisconsin Madison, Wisconsin

Forum Sessions

Plant Science Education - Discussion of a new journal

The small college arboretum: How to establish it and use it for undergraduate teaching

Kids In Nature: An authentic approach to plant sciences through a partnership effort

K-12 teacher professional development programs - Plants in the classroom

Starting a Green Movement: Integrating botanical systems in high school state standards

August 2-4: Forum on Botanical Education & Outreach
August 4-7: Annual Scientific Conference

Pyle Conference Center
University of Wisconsin
Madison, Wisconsin