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In T his Issue
1 The First Lecture: Enthuse Them or Lose Them

TEACHING

Mike Silver, Hope College Steve Russo, Cornell University

3 Bringing Science Education Standards to the College Level

M. W. Caprio Volunteer State Community College

4 Finding the Themes Among the Details in Biotechnology

David Bourgaize Whittier College

5 MMWR: Case Histories: An Effective Technique for the Non-Major

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T HE

FIRST LECTURE: ENTHUSE THEM

Christine L. Case Skyline College

7 Teaching Science to Non-Science Majors A Personal View

OR LOSE THEM

Mike Silver, Hope College Steve Russo, Cornell University Isnt it a pleasure to teach an upper-level course to a group of majorsstudents who not only know why they are in your class but also elected to be there? Well, this article is not about them. This article is about teaching the first day of an introductory-level class to a group of nonmajors. A tougher assignment you say? Wrong, because this is an opportunity to express your enthusiasm and love for science in all sorts of ways. And you had better! Studies show that student evaluations taken after the first day of class and at the end of the semester are nearly identical. In other words, first impressions count. If you turn them off in that first 50 minutes, they will prioritize your class dead last. You need to infect them with your enthusiasm and show them that you care about their learning. What we will do in this article is give you our list of ten ingredients for a successful first lecture to non-majors. You can add them to your lecture in varying amounts, but remember, a good stew is more than just the beef. Before we give you our ten ingredients, remember the two commandments of lecturing. I: Thou shalt be prepared. Being prepared means more than knowing your stuff. It means having a well executed syllabus to hand out, having all materials ready to go, and having thought through any potential problems ahead of time.

Michael Johnson West Virginia University

8 News and Events

About The Newsletter

Strategies for Success is published three times a year as a service to undergraduate science instructors. It is intended to stimulate ideas, disseminate solutions to common obstacles, and update readers on recent developments and findings. We welcome comments, contributed articles, and suggestions for future issues. Please contact the Editor at strategies@awl.com or via fax at (978) 465-6658. Past issues of the newsletter are available on our Web site at www.awl.com/bc/.

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A basic understanding of science and how its principles apply to everyday life is an increasSCIENCE TO ingly important part of being a well educated, ALL STUDENTS critical thinker. This growing importance is reflected not only in the recently developed standards for K-12 science education, but in the efforts made by college faculty to bring science principles to non-science majors. This issue is devoted to the idea that science can and should be approachable and relevant for students majoring in non-science fields. From the first lecture, to experiential assignments, to overall vision for the course, our contributors share their strategies and philosophies for meeting the challenge that non-science majors present. Our sincere thanks go to the science instructors who have shared their ideas and experiences in this newsletter. May their words help you to share your enthusiasm with all studentsmajors and non-majors alike.

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Enthuse Them or Lose Them continued from page 1 II: Thou shalt do something visual. Unless you are as entertaining as Jerry Seinfeld, you must do something beyond just talking to combat the 20-minute human attention span. Something visual generally works well with this generation that was brought up on music videos and computer games.
Ten Ingredients for Cooking Up a Successful First Lecture

Anxiety Management. This is a powerful ingredient. Too much or too little can destroy the whole meal. Your students come to class with a tremendous amount of anxiety. Imagine their anxiety as a huge wave. Your job is to climb on top of that wave and ride it, use it to your advantage. This means that you should take risks and do some things you normally do not, all in an effort to grab them during that first lecture. The Mechanic. Going over the mechanics of the course (the syllabus, how you grade, what is assigned, etc.) is an essential ingredient. It shows that you have put some time into preparation, and that there is a well defined plan to follow. Contrary to some opinions, students do not like a lets see where this course takes us approach. The unknown frightens them, especially when a grade is involved. The Plunge. Good morning class. Lets begin by reviewing the spherical polar coordinate system, which we will need for comprehending the wave functions generated by the Schrdinger equation. Should you plunge into the course material during the first lecture? Absolutely! It demonstrates that you consider class time and the material to be important. However, you should probably do this toward the end of your lecture, and not go so far into the deep end. The Comedian. Good morning class. Hey! Chemistry is not an occupation, its a personality disorder. But seriously, take my wife, please! Now, we dont recommend starting your first lecture this way, but we do recommend that you add some humor. It demonstrates that you are human, which your students are not sure of yet. A couple of low-key humorous stories or references can more than do the job. Coming Attractions. So often we save the good stuff (the applications, the demonstrations, the reasons why the course is relevant) until later. Give them a look into your box of goodies during the first lecture so theyll have an idea of what is to come. Problem Posting. Ask students What would you like to cover in this course? or What are your con-

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cerns? Write items on the board as they come (either verbally or written anonymously on cards) and accept them all (no critiquing allowed). Tell students that you will shape your course to include the list. This gives them part ownership, which they will appreciate. Ice Breaking. Have a few students get up and tell you their name, their class (fresh, soph, etc.), their major, and their career plans. Write them on the board. This is fun and allows the class to get to know each other. Since most introductory students feel that everyone else is better prepared than they are, an exercise like this can show them they have nothing to worry about. Enthusiasm. Like a germ, your enthusiasm is infectious, but so is your boredom. However you show enthusiasm for being somewhere and for doing something, make sure you do so in your first lecture. Anticipatory Set. This means doing something to grab their attention right at the outset. For example, walk into class and just stand there, saying nothing. They will watch you like a hawk. Then start doing something without explanation. Light a wooden splint and then ignite an explosive, hydrogen filled balloon. Upon exploding, stare at them and utter the word Chemistry! You most certainly will have their attention at that moment. Anti-Atlas Maneuver. So many instructors believe that all student learning rests on their shoulders, much like the world rests on the shoulders of the Greek mythological figure, Atlas. Its just not true. You dont always have to spoon feed them. Give them the spoon once in a while. The most common way to do this is to have the students form groups to work on a problem. Give the groups a planned structure and directions to follow and, because there is bravery in a group, you may actually get some volunteered responses. Use these and other ingredients liberally and wisely and you will have a recipe for a powerful first lecture. We all have an off day as instructors. Just dont make it your first day. Enthuse them on day one, or lose them for the semester. Its up to you. Editors Note: Steve Russo and Mike Silvers textbook Introductory Chemistry: A Conceptual Focus was published in December, 1999. Like their lectures, their book aims to engage all non-major students in active learning.

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B RINGING

SCIENCE EDUCATION

STANDARDS TO THE COLLEGE LEVEL

M. W. Caprio Volunteer State Community College The National Science Education Standards (NRC, 1996) are giving science educators across the country a coherent approach to teaching that will help them to promote science literacy for all students. Although the Standards are, on the surface, a K-12 document, post-secondary science education affects their implementation and is also very much affected by them. Without the cooperation and commitment of college teachers, the K-12 component may falter; and it is that same K-12 component that will ultimately affect what happens in college classrooms.
What are the Standards?

The Standards are a shared national vision of what science education ought to be, and a tool for achieving science literacy for all citizens. The National Science Education Standards were published by the National Research Council (NRC) in 1996 after a broadly based and well organized national dialog involving hundreds of teachers on all levelspracticing scientists, educational administrators, and leaders of industry. The impact of the Standards is already in evidence: most states have modeled local standards after the NRCs work and granting agencies and local school administrators are establishing project priorities in terms of how well proposals align with the national standards. The Standards specifically address six areas: teaching, professional development, assessment, content, programs, and systems. The standards for the first three of these are based firmly on recent advances in the cognitive sciences that have brought us a clearer understanding about how people learn; the standards for the last three topics sharpen our understanding of the specific subject matter and process skills that constitute science literacy. They also place science education in a larger cultural context. Taken together the six standards are driving the reform movement and are, therefore, the most thorough description of its goals that we will find in any one place.
Why Should College Instructors be Concerned about the Standards?

teachers would be better at teaching Standards-based K12 courses if they had a Standards-based education. Second, current K-12 educators are busily reading the literature and attending conferences to learn how to retool their teaching tactics for better alignment with the Standards. With every year that passes, more and more students of these retro-fitted teachers will be appearing in our college laboratories and lecture halls. They will have been exposed to constructivist approaches to teaching and learning, will have had the experience of learning science by inquiry, and will have more skills for collaborative learning and independent studybut perhaps fewer skills to help them succeed in the more passive, traditional learning environments. It is important that we be ready to meet these students with teaching tools that will work for them; if we dont, we put them at risk, and we are the ones who will be seen as being out of step with the new realities of science education. Things are changing. Third, a more abstractbut nonetheless importantreason to align college teaching with the national standards is: its fun. For the teacher, enjoyment comes in the satisfaction of seeing learning in action. With student-centered teaching there are daily opportunities to see students becoming involved with the course material, with each other, and with the instructor. The excitement of learning is very much in evidence: Aha! experiences are daily events for students, and teachers find themselves smiling a lot when they can watch their students discover the subject matter and construct its meaning for themselves.
How Can We Translate the Standards into Collegiate Terms?

While the Standards are explicitly about K-12 science education, three implications of their message are extremely relevant at the college level. First, as college educators, we teach the pre-service K-12 teachers. Since we know that students tend to teach as they were taught, we also know that future

Who can we look to for a translation of the Standards into collegiate terms? It has to be someone whom we trust to be intellectually honest. Professional societies and publishers of science curriculum materials both come to mind. Professional societies played a large role in developing the national standards. They are significant players in the science education system and most recognize a responsibility to work with teachers and teaching institutions if we are to successfully effect scientific literacy for all students. At present, the College Division of the National Association of Science Teachers is developing a book that will be just such a translation (Working title: Pathways to the Science StandardsUniversity/College Edition).

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The table of contents and preface are in a recent issue of the Journal of College Science Teaching (Caprio 1999). Commercial publishers of science curriculum materials are another source of Standards-based support for college teachers. New texts eventually will be Standardsbased from the ground up, and existing books will require new supportive supplements to extend their longevity in the marketplace. One advantage that this sector of the science education system offers is that their contributions will likely be keyed specifically to the products we are using. Science education is changing and is changing for the better, and the National Science Education Standards are leading the way. We can facilitate the change for ourselves and our students by working closely with colleagues, professional societies, and educational publishers to become a part of the reform movement and to share in its excitement.
References

Caprio, M.W., (1999). Navigating the Standards, Journal of College Science Teaching, Dec. 1999/2000. NRC (National Research Council) (1996). National Science Education Standards, National Academy Press, Washington, DC.
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F INDING
David Bourgaize Whittier College

THE THEMES AMONG THE

DETAILS IN BIOTECHNOLOGY

Recently, after a hiatus of several years, I again had an opportunity to teach a course in Biotechnology geared toward non-science majors. I began to think about the many technical developments in the field since last I taught the course. Sheep were cloned. A number of genome sequencing projects were finished. The completion of the human genome sequence is imminent. These seem to warrant a great deal of attention in the course I was about to teach, but did not warrant such attention only a few years back. This drove home a point that I sometimes lose sight ofmuch of the technical material that I teach to this particular group of students will soon be forgotten. They will in many instances never delve into this field again in such detail. Their exposure to the technical details, no matter

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Science Education Standards continued from page 3

how exciting, is largely a temporary mastery of a set of details. This does not guarantee an appreciation of the field that will last. Surely there must be some themes that can come out of a course that will last, and remain important to the student even ten or twenty years down the road. As I pondered this, I began to believe that a possible answer lies not in what technical details they learn, but in what non-technical realizations they might come to that can influence the way they think about biotechnology, and perhaps all science, for a great many years. Below I describe three such themes that can arise from the technical details of a biotechnology course. What we learn in science reflects a great many non-scientific biases. Scientific research, and therefore scientific learning, costs money. In order to obtain money, researchers must justify their endeavors, often to non-technically trained individuals or groups. The work that gets enough money to proceed must therefore be appealing in some way to those outside of science. Widely different views of what is important exist, and recognition of this is exceedingly important in understanding the limitations of scientific understanding at any time. One can argue that the Rockefeller Foundation, beginning in the 1930s, literally founded the field of molecular biology, and therefore greatly changed all of biology, simply by awarding tremendous amounts of money to molecular-level research efforts. While I have no doubts that such efforts would have happened at some time, they were greatly accelerated by the money. Rockefeller felt that it was important to bring biology into the realm of the more quantitative physical sciences, and his wealth allowed that to happen. The story, of course, is much more interesting than this, since Rockefellers initial interest in improving biology stemmed from a decidedly eugenic goal of understanding how human heredityindeed all of human society can be controlled and governed. Biology is complex. Nowhere is the complexity of biological systems more apparent than in trying to understand the way that different populations interact with each other. Such interactions inevitably involve a great many variables, often unknown to us, and therefore can generate unexpected results or surprises. The breeding of corn provides an excellent example. At one point, it was found that selectively breeding for a particular trait, male sterility, led to significantly higher yields.

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Finding the Themes Among the Details continued from page 4 Seeds for this highly in-bred strain were marketed and planted widely in the US. Rather suddenly, several years later, over one quarter of the national corn crop was devastated by a particular disease. It turned out that selective breeding of this particular trait, in addition to increasing yield, also greatly reduced resistance to this particular pest. The attempt to engineer the plant backfired because of an unexpected interaction with another population. This could not have been foreseenin fact, it was only after this incident that the relationship between these two species was so greatly appreciated. No matter how much we know about a particular topic, there is probably something of great importance that we dont yet know. What we know at any time will change, and probably quite rapidly. This is a natural continuation of the theme above. As we continue to learn, previously held dogmas yield to more accurate representations. Soon after the rediscovery of Mendels experiments, further study of inheritance in humans revealed that many traits are inherited in a strictly Mendelian fashion. It was not long before such traits as feeblemindedness, criminality, alcoholism, sexual desire, and intelligence were quantified and found to be inherited as Mendelian traitsthrough badly done or even falsified science. The resulting eugenics movement of the 1920s and 1930s became the most widespread use of bad science in support of social and political goals that this country has ever seenalthough some would argue that we might well be in the midst of such a phase even now, with our increasing reliance on genetic explanations for a wide variety of problems. Unlike the example of corn breeding above, the misuse of genetics to support social programs could have been foreseenand was, although only by a relative minority. It is important to realize that firmly held dogmas are subject to change. I have described three of many themes that I find important enough to stress in my own class. These themes arise from our discussions of tools and techniques, and are usually accompanied by immersion in one or a few historical examples. Such stories, besides being important, surprising, and perhaps even amusing in some respects, illustrate ways in which science (not just biology) can be understood to be a human venture. I am quite convinced that while the tools and techniques that students learn will become obsolete, the themes will not. And it is this, after all, that I am after when I teach a course for non-science majors.

C ASE

HISTORIES:

AN EFFECTIVE TECHNIQUE FOR THE NON-MAJOR

Christine L. Case Skyline College Case histories provide an excellent opportunity to present theoretical information through practical and accessible real-life examples. Science majors and nonmajors alike enjoy applying what they have learned through popular media and their textbooks to case histories such as the one that follows. The Centers for Disease Control and Prevention have stated that the most important means of preventing disease transmission is hand-washing. This case history illustrates the importance of hand-washing in everyday activities and can be used during a discussion of homeostasis. To begin, give your students a list of suspect pathogens or poisons to research before class. Some examples are: botulism, ethylene glycol, E. coli O157:H7, legionellosis, hepatitis A, listeriosis, malathion, nitrite, salmonellosis, shigellosis, staphylococcal enterotoxin, and enteroviruses. Then, examine the following cases individually and together to find the commonality.
The Problem

1. Kansas. A 6-year-old boy was admitted to a hospital with a temperature of 40C, vomiting, and bloody diarrhea of 10 days duration. The boy was dehydrated. What caused his dehydration and what are the consequences of dehydration? How should the boy be treated? Vomiting and diarrhea cause dehydration which reduces blood volume resulting in insufficient blood to vital organs (hypovolemic shock). Shock can be a life-threatening condition. The boy was rehydrated with intravenous fluids. Nine days later, his 3-year-old brother also developed diarrhea. Why did the 3-year-old get sick? A household source is possible. If its an infectious disease, transmission from the first boy to his brother is also possible. Ten days after returning home, the 6-year-old again experienced bloody diarrhea and a temperature. No one else in the household was ill. How do you account for recurrence in the 6-year-old? The boys room and habits need to be investigated. 2. Arizona. A 3-week-old boy was admitted to the hospital with a temperature of 39.7C, vomiting, and

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MMWR: Case Histories continued from page 5 bloody diarrhea of 15 days duration. The infant was hospitalized for 10 days and treated with intravenous fluids. What is normal human body temperature? What causes fever? Normal body temperature is 37C. The hypothalamus can activate warming mechanisms in response to a decreased body temperature or prostaglandins. One month later, the boy spent 2 days at a relatives farm; 48 hours after this visit, the infant was again treated in an emergency department for diarrhea. What can you conclude about the cause of the symptoms? There appears to be an environmental source as opposed to person-to-person transmission of an infection. The 48-hour incubation time indicates an infection rather than an intoxication. 3. Massachusetts. An 8-year-old boy with congenital immune deficiency developed severe vomiting, abdominal cramps, bloody diarrhea and headaches three days after his room was repainted. The boy was treated with intravenous fluids and amoxicillin. What is the purpose of amoxicillin? Amoxicillin is an antibiotic used to treat bacterial infections. 4. Wisconsin. A previously healthy 5-month-old girl suddenly died at home. No significant macroscopic or histologic findings were revealed during autopsy; however, culture of a blood sample yielded gram-negative bacteria. The cause of death was attributed to septicemia. Is this an infection or a poisoning? Isolation of gram-negative bacteria indicates an infection. How will you proceed to find the source(s) of illness in these children? Cultures from the children in cases 1-3 need to be taken to determine infection and environmental surveys need to be done.
Environmental Findings

All of these children were around reptiles. How do you account for case 4, the child who did not have direct contact with the iguana? The bacteria could have been transmitted to the child from a family member who had handled the iguana or on food or utensils contaminated when the kitchen sink was used to wash the lizards cage and dishes. What recommendations can you make to prevent future infections? The risks for transmission of Salmonella from reptiles to humans can be reduced by thoroughly washing, with soap and water, hands and/or objects that have been in contact with reptiles and by preventing reptile contact with food-preparation areas. Reptiles should not be kept in homes with children aged less than 5 years, with immunocompromised people, or in child care facilities.
Discussion

All the children had either direct or indirect contact with reptiles. Bacteria isolated from stool samples were serotypes associated with reptiles. Rare Salmonella serotypes associated with reptiles, such as Java, Marina, Stanley, Poona, and Chameleon, increasingly have been isolated from humans. (Currently there are 2,434 Salmonella serotypes divided into two species, S. bongori and S. enterica. S. enterica serotypes are usually associated with warm-blooded animals; S. bongori are usually associated with cold-blooded animals.) Many reptiles are colonized with Salmonella and intermittently shed the organism in their feces. Humans become infected by ingesting Salmonella after handling a reptile or contaminated object and failing to wash their hands properly. In the United States, pet turtles were an important source of salmonellosis until commercial distribution of pet turtles less than 4 inches long was banned in 1975. This ban led to a 77% reduction in the frequency of turtle-associated Salmonella serotypes isolated from humans during 1970-1976. The popularity of other reptiles as pets is growing and reptile-associated salmonellosis once again poses a substantial threat to human health. An estimated 3% of households in the United States have a reptile. In 1998, approximately 93,000 cases of Salmonella infections were attributable to pet reptile or amphibian contact. Source: Morbidity & Mortality Weekly Report (MMWR) 48(44):1009-1013 (Nov. 12, 1999), MMWR 48(45):1051 (Nov. 19, 1999).

1. The brothers had two corn snakes that they handled regularly. 2. The family had a pet monitor lizard that was moved to the relatives farm after the boy became ill. 3. Three days before the boy became ill, the family pur chased two iguanas from a local pet store. 4. The family had a pet iguana that did not come into direct contact with the infant.

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T EACHING

SCIENCE TO NON-SCIENCE

MAJORS A PERSONAL VIEW

Michael Johnson West Virginia University Several years ago I chaired a committee to select two outstanding biology juniors for a prestigious full senior-year scholarship. When asked to describe her favorite non-science course, one applicant happily described a Music Appreciation course she had taken recently. Yet when asked to recommend a science course for her non-science roommate, her response was immediate and decidedly negative. She said, I couldnt; there arent any courses for her level. Science is too hard. You have to slog through all those early courses with all that complicated terminology before you get to anything fun. I took her response as a challenge. If shes right, then science is destined to remain misunderstood and out of reach. If shes wrong, then we need to take a hard look at how we teach science to non-science majors. What follows are a few personal observations designed to stimulate thought and stir debate, drawn from my own experiences as a biologist. First, the young lady does have a point. My own university does not offer a biology course specifically for non-science students. Students wishing to take just one semester of elementary biology must take the first semester of a two-semester sequence that is required of certain majors. Competition for grades is keen. My university is not unique in this regard. An examination of 75 randomly selected college and university course catalogs revealed that biology courses designed specifically for non-science students are available at fewer than half of them. Second, where biology courses for non-science students do exist, they often bear a strong resemblance to simplified versions of courses originally designed for majors. Whether this is the influence of history or whether it is by design, these courses are laden with terminology and facts and light on basic principles and recurrent themes. Should non-science students be taught differently than science students? The answer is yes, with the understanding that different does not mean dumbed-down. They deserve to be taught differently because their needs are different.

Non-science students need to have science demystified. We can start by emphasizing that some of the most profound and seemingly difficult scientific principles are based on certain predictable rules that govern the natural world. The laws of conservation of mass and energy, for example, apply equally well to the physics of motion, chemical bonding, and cellular metabolism. A few simple principles can be woven together into a rich scientific tapestry. Non-science students need to be allowed to experience the sense of awe and wonder about the natural world that we scientists have probably all felt at one time or another. How does a single fertilized egg become a human infant of trillions of cells in just nine months? How does an entire ecosystem stay in balance? Most students are naturally curious, and we turn that curiosity to a teaching advantage by finding subjects that interest them. Non-science students need to be taught the process of science. How do we gain new knowledge, and why does the best explanation of the time seem to change over time? How can they apply the processes of science in their own lives? The scientific process will take on a more personal meaning if we teach our students how to make observations, form their own hypotheses, and propose how their predictions might be tested. Non-science students need to be allowed to discover on their own. They need to be allowed to have the aha! experience, that epiphany that comes with suddenly reaching a new level of understanding. Wherever possible we need to use examples consistent with their everyday experiences so that they can reach that new level of understanding themselves. Non-science students need all of these things now, not two years from now. For many of them, a onesemester course may be their only exposure to our field. We cannot afford to waste any of our precious time with them. We owe society college graduates who are at least minimally scientifically literate. We owe society citizens and voters who can be critical thinkers and who appreciate science even if they do not choose careers in science. We owe the students themselves the very best chance to experience the joy and excitement of scientific discovery. We owe them our fullest attention. Editors Note: Michael Johnson is currently writing a textbook on human biology with the mission of making the course more relevant to students lives. It will be published by Benjamin/Cummings in December 2000.

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Having added a new chemistry track to the Strategies for Success science teaching workshops, we have expanded the quantity and variety of session choices for attendees. Program topics range from motivating non-science majors and improving difficult lectures to using the Internet and CD-ROM materials in the classroom. Dates and locations for the spring workshop series will be posted on our Web site at the end of January. For more information, please visit http://awlonline. com/bc and select Strategies Workshops.

U PCOMING

CONFERENCES

Texas Community College Teachers Association March 24, Austin, TX At the Addison Wesley Longman booth you can view new books and software from Benjamin/Cummings Science, including Introductory Chemistry by Steve Russo and Mike Silver. American Chemical Society March 2630, San Francisco, CA For more information on the ACS national meeting, please visit http://www.acs.org/meetings/ sanfran2000. National Science Teachers Association April 69, Orlando, FL Online registration and other information are available at http://www.nsta.org/conv. American Society for Microbiology May 2125, Los Angeles, CA A preliminary program can be accessed at http://www.acmusa.org/mtgsrc/mtgs.htm. Human Anatomy & Physiology Society June 915, Charlotte, NC Details about the 14th annual conference are posted at http://www.hapsweb.org.
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A LLIED

HEALTH STUDENT SCHOLARSHIP

Over 100 students applied for the 1999 Benjamin/ Cummings Science Allied Health Scholarship, submitting a short essay describing their decision to pursue a career in Allied Health. Congratulations to the following winners, who will each receive $1000 and a seat on our student advisory board: Jeremy A. Basse, Carroll College Sylvia Deily, Los Angeles College of Chiropractic Brian E. Ellis, Olympic College Christine Renee Guerrero, Johns Hopkins University School of Nursing Linda K. McClain, Austin Community College For more information on the scholarship program, please visit our web site at http://awlonline.com/bc and select Student Union.

W ERE

ON THE MOVE!

Now that the Benjamin/Cummings Science office has relocated to downtown San Francisco, we are also re-designing our online home at http://awlonline. com/bc. With improved navigation and search capabilities, our Web site makes it easy for you and your
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S PRING

WORKSHOP SERIES

students to find the information you need. We welcome your comments and suggestions for further improvements.