Introduction

In college, time management is stressed as one of the most important things to establish as a first year in order to become successful in college. However, more importantly, it is specifically how one studies, not when, that affects the absorption of materials for success in the classroom as well as establish a positive or negative correlation in Grade Point Average.

Most students are subjected to multifarious genres of music in their residence halls all hours of the day, weather they like it or not. Some even choose to listen to music while they study because they claim it allows them to focus on the task. With this study we plan to accomplish a better perspective on how well the human mind functions under stimuli, in this case, music. How do different genres of music (specifically instrumental jazz, pop, folk and rap) effect memorization and study skills in the categories of visual art, reading/writing and mathematics on the Western Campus?

We plan to accomplish a study that will be informative, as objective as possible and be of use to future researchers, and students on the Western Campus. We are a generation that identifies and has become inseparable to music we claim. We find that the most important element of our research is that is extremity pertinent to the environment in which we live now. Music spans so many diverse categories, that any person can turn to multi genres of music for inspiration assertion of different characteristics and qualities within themselves. Music is also a tool for self-expression, which we all desperately seek in foreign settings like college. We want to excite people with our research, and get them motivated to find out what our results hold for them and their particular study habits with music. We want to span our project across different subject areas and music genres in order to really hone in on the interdisciplinary aspects of or studies here on the Western Campus. Our passion for this knowledge motivates and excites us. An actual research study brings us past our speculation and hopefully gives us valid answers. We hope to we be able to share our research findings with fellow students so they too will know if the punk rock they identify themselves with inhibits them from getting the ñAî they strive forin their Natural Systems courses.

Background information:

The origin of rap music can be traced back to West African professional singers/ storytellers or Griols. It came a long way to start in the American culture right in the Bronx, New York in the 1980Õs. This was mainly due to the amount of crime, drug addiction, and unemployment. A fact of the matter is that many rappers in the ÔHip HopÕ subculture were at some point in time gang members. They produced many types of rap such as boast raps, insult raps, news raps, message raps, nonsense raps, and party raps. This rap came from Jamaican ÒtoastingÓ which was when a Jamaican disk jockey talked over the music they played and they relied on hard funk and strong beat in which they could speak their lines to the rhythm. A great sound system and dubbing is also necessary to get the point across which in fact is not the rapping aspect but the rhythm. Although loud and abrasive, the rappers role is to match the intensity of the music rhythmically. Contrary to popular belief, although rap is proportionally more popular with blacks, its primary audience is the white suburbia. This attraction exists mainly for something that is taboo or forbidden by ones social group.
Jazz was basically created around the end of the 1800s in New Orleans, Louisiana. The most common instruments used are the piano, woodwinds, brass instruments, and percussion. A jazz song is often instrumental, but there are also many times that vocals are used as well. It was a mix of the blues, ragtime, and marching band music. The difference between jazz and these other types of music is the application of improvisation. Most music is strictly composed and the musicians try to exactly follow what is written down. In jazz, on the other hand, the musician will usually start off with a simple idea and improvise the majority of the song. Sometimes a musician will start off with another piece of music and then adapt it while playing to make it their own.
Although it's sometimes decried by highbrow music purists as a poor relation to art, every songwriter knows the true feat behind creating the perfect pop song. Attaining that irresistible aesthetic is as deceptively simple as is it mysterious. Why do tunes get stuck in your head? Why do certain memories of our lives have built-in soundtracks: time measured by a chain of successive melodies? Since popular music is categorically ever changing, it resists absolute definition. Tin Pan Alley was the pop of one decade, the Beatles the pop of another. Intrinsic to pop is its crucial relationship to machines -- those used to record songs and those used to play them back. Whether scraped onto wax cylinders or streamed from Web to desktop; whether listened to on Victrola or Walkman, the aesthetics reflect the tools uniquely. But sometimes pop is graced with visionaries who launch its ephemera into eternity. Lennon and McCartney, Bacharach, Carole King -- all simultaneously inhabit the rarefied kingdom of art and the neighborhood of pop. Pop has now morphed so many times, its endless reinvention has become endemic to the form.
The actual definition of folk music is widely debated. There are some people that believe folk to be music of the ÔcommonÕ people, but this also varies from culture to culture. Others, however, choose to define folk by the instruments being played, or even the actual lyrics. Today, in the United States, acoustic singer-songwriters and bluegrass and blues artists generally fall under the folk label. For our study we are following this modern-American definition of folk. Our selection, Breif Bus Stop is sung by Ani DiFranco with meaningful lyrics that tell a sort of story and are accompanied by acoustic guitar.

Predictions
Through a set of tests in the categories of visual arts reading/writing and mathematics we want to investigate and prove the following: Subjects tested in absolute silence will absorb material quicker and will be able to recite it more effectively than those who are subjected to music. Subjects listening to music with distinct words and/or story lines will be inhibited in the absorption of reading and writing material, whereas music with no words will not limit their studying in these categories. We also hypothesize that music people prefer listening to in their leisure time will enhance their memorization skills, and motivation to retain information. We would also like to investigate, how outside factors, such as mood might play a deciding role in our results.

Materials and Methods
We will select songs from the instrumental jazz, pop, folk and rap genres. Each of these music genres has specifically different qualities that will help us differentiate why they achieve the results they do. For example we are using instrumental jazz because it has no words, pop because of its repetitiveness and rap and folk because of their intricate melodies and storytelling component. In order to get a song that is most typical of its genre we will refer to a widely used music database online called "Kazaa". This will assure that the songs we choose are generally regarded by the public as typical of their categories. The music will be played for one minute on a portable CD player and earphones at a medium sound level. We will record each subject's score from 1-10 on a data sheet and compile all visual art, mathematics and reading/writing averages on another data sheet.

The songs we have chosen for each musical genre are as follows:

Jazz: ÒSo WhatÓ Miles Davis Album: Kind of Blue
Folk: ÒBrief Bus StopÓ Ani Difranco Album: Not so Soft
Pop: ÒPopÓ NÕSYNC Album: Celebrity
Rap: Ò Break yo neckÓ Busta Rhymes

Access these songs from the CD provided in this lab packet

TimeLine of research execution:

1. Week 1 - Each member of our group will find 10 willing participants to test over a period of one week. We will schedule them for the same time everyday for the week chosen. One person is allowed to take tests in more than one subject area.

2. Week 2- we carry out our tests for 10 subjects in each the visual arts, mathematics and reading/writing

3. Week 3- Compile all results

4. Week 4- Run similar experiments and have discussion with NS class to get more subjects participants and their thoughts on the subjects, suggestions for analyzing our results

5. Week 5- Investigate correlations and make links between subject results, class discussion and readings

6. Week 6- Draw conclusions/write up report

Class Involvement

Our main objective in discussion our experiment with the class is to get test subjects who not only go through the process of the tests, but also are able to give us feedback on why exactly they believe they respond as a group in different ways to different music genres. First we will discuss our research project and explain our processes and what we hope to gain from running the type of experiment. We will also provide relevant background information from literary recourses that we have complied to help them get a better understanding of our study in relationship with others that have been performed in the past. To further involve the class in our study, we plan to run a simulation of group tests similar to our individual tests. We will present our music selections to the class as a group. They will listen to the music and take the three tests consecutively. Then the class will fill out our survey. Afterwards we will request some specific feedback and criticism, and hopefully prompt a lively discussion. We also will discuss why music is so important to our generation, and we will make connections with our generations responsiveness to multifarious genres of music as a result of this.

Research Design
Our subjects (human recourses) will be 30 students from the Western Campus from any grade level. We will test 10 in a visual arts category, 10 in a reading category, and 10 in a mathematics category. Each of the 10 people in these three groups will be tested over a period of one week (5 days) with a specific jazz, pop, folk and rap song. Each meeting time will be at the same hour, at the convenience of the test subject. In order to create a control group, each test subject will also take a test without music, thus creating a control group. The tests for each category will go as follows:

Visual Arts
Subjects will be shown a basic 5 x 3.5 picture with specific details (see thumbnails below) they will study this picture for one minute with the first song. After one minute they will be asked to re-create the picture they saw, including as many details as possible. According to how many details they replicate, they will be given a score from 1-10 (1 being the worst and 10 being the best). Each night they will be given a new image to study with the next music selection. On the 5th night they will study a picture with no music, so we can compare their music genre results to results with no music. These results will be compiled into a Control group, which includes all 75-test subjects. The subjectÕs averages for all 5 nights will be compiled and marked on their survey form

Visual Arts Tests
Test 1
Test 2
Test 3

Reading/Writing
Subjects will study a list of 20 random to each music genre. After one minute of studying, they will be asked to write down the list. According to how many words they can remember we will give them a score from 1-10. Each night they will study a different list to a different song. On the Fifth night they will study with no music, these results will be compiled into the control group for all 30 subjects.

Word Lists for Reading/Writing tests

Jazz
Daft
Crazy
Pervert
Fish
Rat
Brazil
Mexico
Monday
Saturday
April
September
Hand
Gobble
Annoyance
Bigotry
Sit
Walk
Cry
Stomp
Kick

Folk
Foolish
Giddy
Diverge
Lizard
Gerbil
Canada
Venezuela
Tuesday
Sunday
May
October
Eyes
Irritation
Prejudice
Talk
Run
Come
Tap
Wheel
Consume

Rap
Silly
Demented
Cat
Snake
Mosquito
China
Turkey
Wednesday
January
June
November
Eat
Ear
Love
Passion
Anger
Impatience
Live
Listen
Go

Pop
Frolic
Distort
Human
Hamster
The Netherlands
Australia
Morocco
Thursday
February
July
December
Nose
Frustration
Anxiety
Die
Write
Stop
Tiptoe
Whisper
Devour

Control
Insane
Twist
Monkey
Mouse
France
Germany
Russia
Friday
March
August
Aggravation
Elbow
Intolerance
Stand
Read
Laugh
Swim
Flower
Care
Binge

Mathematics
Subjects will be given a sheet of 50 simple math equations (addition, subtraction, multiplication and division: see sample test below) to solve in one minute while listening to each specific music genre. According to how many problems they are able to solve in the allotted time we will rate them on a scale of 1-10. Each night they will be given a different set of 50 problems to solve while listening to each different music genre. On the fifth night they, too, will solve problems to no music.

Sample Mathematics test: each test will vary with these equations
2 x 7 =
9 + 14 =
24/ 2=
8-5=
1+4=
82/41=
8/2=
234-50=
6 x 6 =
23 + 14 =
10 x 11 =
12+7=
9 x 3=
8/2=
12 + 6 =
30/ 6=
2-7=
17-8=
0 x 6 =
3 + 9 =
18/9=
87-1=
90/9=
9 x 3 =
10 + 32 =
4/2=
17-8=
7-24=
2 x 14 =
9 + 19 =
23-14=
1/ 2=
5 + 5 =
1 x 31 =
15/3=
2 + 13 =
4 x 9 =
11/11=
9 + 7 =
5 x 6 =
20-1=
12-0=
3 x 8 =
85-32=
77/11=
55-11=
3/1=
3 x 7=
426/213=
10 x 11 =

Note About Control Groups:
In order to create a control group (people who study with no music) we have decided to test all 30 subjects in all 3 groups with no music (on the 5th and last night of their tests). This way we can see how individual subjects study while not listening to music. We will compile their 5th night results separately (to create the group) from the rest of their tests.

Information/Data Tables:

VISUAL ARTS Jazz Pop Folk Rap No Music AVERAGE
Subject 1 Score of 1-10 (varying on the subject of the test) goes in these columns
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Subject 7
Subject 8
Subject 9
Subject 10

MATH Jazz Pop Folk Rap No Music AVERAGE
Subject 1 Score of 1-10 (varying on the subject of the test) goes in these columns
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Subject 7
Subject 8
Subject 9
Subject 10

READING/WR Jazz Pop Folk Rap No Music AVERAGE
Subject 1 Score of 1-10 (varying on the subject of the test) goes in these columns
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Subject 7
Subject 8
Subject 9
Subject 10

AVERAGES Jazz Pop Folk Rap Control AVERAGE
Visual Art Score of 1-10 (varying on the subject of the test) goes in these columns
Reading/Wr.
Mathematics

Subject survey

After the test subject has taken all 5 tests in their subject area with each music genre we will interview them on the process, and get feedback on which music they believed kept them focused and allowed them to study better/faster. We will interview them about their study habits: what kind of learner they are (visual, kinesthetic, and auditory) how many hours a week they spend studying, and their GPA. This survey is not meant to prove any direct effect of music on GPA or study habits, but rather, a correlation to provide evidence to what we discover through our tests. We will not use this information for
Factual details, but rather discuss what we find in this section of our results.

Survey

Name of Subject:
Year in College:
Major/Focus:

Subject tested in: Visual Arts Mathematics Reading/Writing

Subject's Results: Jazz: Folk: Rap: Pop: No Music:

1. In general, how many hours a week do you spend on work homework (any work outside class time: Reading/writing/exam study etc)?

- 4 6 8 10 12 14 16 18 20 +

2. When you study you are using mostly:

Visual Arts Skills Reading/writing skills Mathematic Skills

3. At what time of day is it most productive for you to do your studying?

Morning (7am-10am) Mid-Morning (10am-12am) Afternoon (12am-5pm)

Evening (5pm-8pm) Night (8pm-2am)

4. What particular music genre do you prefer listening for enjoyment in your spare time?

Rap Pop Jazz Classical Rock Techno Folk R&B

Country Heavy Metal Indie Reggae Other __________

5. What music (if any) do you listen to while studying?

Rap Pop Jazz Classical Rock Techno Folk R&B

Country Heavy Metal Indie Reggae Other __________

6. What qualities of this music do you find are appropriate for when you study?

A distinct beat Words/storyline No Words Emotion Content

No conflicting noises intricate melodies other: _____________

7.Out of the four music selections you were tested on, which came the closest to the music you listen to in your spare time, and the music you listen to while studying?

Jazz Rap Folk Pop

8.What is your GPA? (If you feel comfortable sharing.)

_________

9.Which of the following classes do you excelling the most:

Visually based classes mathematic/ logic based classes

Reading/Writing classes

10.You are a visual, kinesthetic, or auditory learner?

Visual Kinesthetic Auditory

11 In general, how would you gauge your mood in the duration of these tests?
1 2 3 4 5
Very positive/Enthusiastic Positive Neural Negative Very Negative/Stressed

Background Information/ Bibliography
Library/Journal References and Explanations

1) Renwick, Lucille. (2002). Learning With Jazz. Scholastic Instructor. January/February.

This article reveals how schools in New York have used Jazz in to motivate their students to learn. They have experimented with intertwining jazz and elementary schooling to produce higher test score and aptitudes. Their results show that students become more confident, their interest in the subject increases, and their level of achievement improves while studying to jazz music. We will use this as a basis to explain the results we get for subjects being tested with jazz. We hypothesize it will prove to be prominent in its ability to help test subjects focus on the tests in their subject area.

2) Lehr, Majorie R. (1998). Music Education: The Brain Building Subject. Teaching Music, December, Vol. 6 Issue 3, p42

This articles focuses on brain development under the influence of music. Studies have been executed to prove that learning an instrument an its musical notation /score increases brain development by establishing more neural pathways in the brain. The increased number of neural pathways in the brain, results in higher functioning in various subjects. We are using this article to get a better understanding of the physical motions the brain goes through while being subjected to certain types of music.

3) Peynircioglu, Zehra F. et al. (2002). Phonological Awareness and Musical Aptitude. Journal of Research in Reading, Volume 25, Issue 1, pp 68-80.

This article analyzes experiments in which children from Turkey and the United States were tested with similar music, and then observed while taking tests (very similar to ours) in visual, verbal and mathematical categories appropriate to their age group. The results showed that children from Turkey responded poorly to the music because it was unfamiliar and strange to them. We are interested to see how music preference and familiarity might play a role in results for each person listening to the different music genres.

4) Eugenia, Costa-Giomi, et al. (1999). Straight Talk About Music and Research. Teaching Music. December, Vol. 7, Issue 3, p29.

This article discusses the connection between music and the cognitive development of children. It focuses on the relationship between the brain and music. We would like to hone in on properties of the brain that function the best under the music to better understand our results.

5) Edwards, Eleanor M. (1974). Music Education for the Deaf. The Merriam-Eddy Company. South Waterford, Maine.

This book is focuses on different methods of teaching deaf children how to play musical instruments. One method focused on was Deaf students picking up on music through the format of repetitive vibrations that travel through their body. We would like to investigate the possibility that more percussive, rhythmic music with a deep bass line (like rap) may stimulate the body and brain to produce high levels of material absorption.

6) Coyne, Nancy M. et al. (2000). The Effects of Systematic Implementation of Music on Behavior and Performance of the Special Needs Student. December 2000.

A section of this article described human ear and brain functions. The section discusses how the automatic nervous system regulates oneÕs vital signs and electrical activity of muscle, which measures oneÕs arousal level and determines oneÕs physical readiness for various activities. With this technical physical information we will be able to explain why a subject responds to a certain genre of music better than another, and to music as opposed to silence

7) Kagan, Susan C. (2001). The Effects of Music on Students Engaged in Reader Response Strategies. May 2001.

This piece offered multiple perspectives on the effects of background music on people in educational settings. Strong points are made about noise causing subjects to be distracted, limited, and even inhibited in concentration and performance. As a result, the readerÕs attention is diverted from the test and comprehension. (Kagan). The article also discusses the inconsistencies of its studies. The studies discussed in the article are so similar to our study that we will be able to refer to the material as a foundation for our own experiments.

8) Yoon, Jenny Nam. (2000). Music in the Classroom: Its Influence on ChildrenÕs Brain Development, Academic Performance, and Practical Life Skills.

This article discusses how certain music slows down and equalizes brain waves. Brain waves can be modified by both music and self-generated sounds. Intense music that a subject dislikes may cause causes high amounts of stress on him or her, which may limit their abilities in the task they are engaged in. We will tie this information in with our surveying of each subject. We would like to find a correlation that music that subjects disliked inhibited their study skills by causing brain distress as discussed above.

9) The New Grove Dictionary of Music and Musicians. Second Edition. (2001). Macmillan Publishers. Volume 9. Pages 65 and 68.

This encyclopedia discusses folk music and its varying definitions over time. It is very important that we define each genre of music according to the current time and place and remain constant with general public opinion of what each genre of music is. As discussed in the article, folk music spans in different cultures from rock to punk to alternative. We want to make sure that the folk we are using are clearly defined and relevant to society today.

10) Campbell, Don. (2000). The Mozart Effect for Children: Awakening Your ChildÕs Mind, Health, and Creativity with Music.

This article discusses the use of classical music enhancing academic skills of various types (Campbell). Our study investigates how music enhances or inhibits reading, math, and visual memory skills. However, we have decided to leave classical music out of our study, because so many experiments have already investigated its effects. Instead we choose to test its cousin, instrumental jazz. We hope to find similar correlations in the facts shown in the classical experiments with our subjectÕs test results while listening to Jazz.

11) Kemp, Anthony E. (1992). Some Approaches to Research in Music Education. ISME Edition Number Five. International Society for Music Education.

This book offers some advice on how to go about researching and observing subjects while conducting a music study. We found it helpful because none of us have ever conducted a music study before.

Website References

1)

This article discusses the different factors that effect students while studying. We need to understand and assess our subjects under these factors while constructing and executing our music study.

2)

This article discusses memory and how subject matter is retained and regurgitated. Our study is predominantly based on how well subjects are able to understand, memorize, retain and regurgitate information. It is key in our experiment to understand the foundation of how brain function and memory works, and how subjectsÕ memories respond under the influence of music.

3)

This article discusses how different volumes of noise effects memory. This article helped us on deciding what volume to play the music on in our own study.

4)

This study focuses on music and its affects memory recognition. We are using this article as a reference and example as we execute experiments that are very similar.

5)

This web page gives background information on how certain sounds stimulate and relax the brain, making people more at-ease with themselves and their surroundings. It describes how a relaxed person is more attentive, and therefore more open to information presented to him or her (which, the article goes into, enables people form relationships with others more easily than without a source of relaxing music). Two of the genres we have chosen, jazz and folk, we predict will have relaxing effects on the individuals. We are interested to see if these genres produce higher scores from our subjects because of their relaxing effects. We also will ask subjects what their general mood is while taking the test to see if there is an explainable correlation in our data between mood and learning ability.

Previous Article
Return to the Topic Menu or the Course Syllabus.

Here is a list of responses that have been posted to this Study...

Respond to this Submission!

IMPORTANT: For each Response, make sure the title of the response is different than previous titles shown above!

Visit the rest of the site!

Site NAVIGATION--Table of Contents

Listen to a "Voice Navigation" Intro! (Quicktime or MP3)

Search WWW WITHIN-SITE Keyword Search!!

WEATHER & EARTH SCIENCE RESOURCES Look Below for.....WEATHERSITES........Use "Pop-Ups"---> Numerical Models & Computer Forecasts --Just The Maps & Views Midwest Weather Hurricanes & Tropical Weather --Spectacular Hurricane Movies and Images--Past and Present --Tropical Satellite Views Radar & Severe Weather --Password Protected Radar Oxford,OH CURRENT Weather Conditions --ARCHIVED Weather Conditions Satellite Movie Uploads! Real Time Satellite Imagery & Movies/ Coastal Radar Main Street Weather Global Climate Change Starting Points (Climate Change Course) TROPICAL ECOSYSTEM FIELD COURSES TROPICAL ECOSYSTEM COURSE SYLLABI......! -----Tropical Ecosystem Syllabi TROPICAL MARINE ECOLOGY of the Florida Keys & Bahamas: Syllabus --(Pg 2): Tropical Marine Ecology of the Florida Keys & Bahamas -Course Announcement: Tropical Marine Ecology -Marine Ecology Course Starting Points--NEW -Marine Ecology LISTserve TROPICAL ECOSYSTEMS of COSTA RICA: Syllabus -Course Announcement: Tropical Ecosystems Costa Rica -Costa Rica Starting Points--NEW -Costa Rica LISTserve TROPICAL ECOSYSTEM IMAGE and MOVIE COLLECTION......! TROPICAL MARINE ECOLOGY Images and Movies --(Cont): Tropical Marine Ecology Images and Movies --Marine Ecology Streaming Video Potpourri --Tropical Marine Ecology Digital Images 2008 --Tropical Marine Ecology Digital Images 2007 --Tropical Marine Ecology Digital Images 2006 --Tropical Marine Ecology Digital Images 2005 --Tropical Marine Ecology Digital Images 2004 --Tropical Marine Ecology Digital Images 2003 --Tropical Marine Ecology Digital Images 2002 --Curacao Coral Reef Ecology Images July 2007 --Curacao Coral Reef Ecology Images July 2006 --Curacao Coral Reef Ecology Images Aug 2005 --Curacao Coral Reef Ecology Images Aug 2004 --Curacao Coral Reef Ecology Images 2003 ---------------------------------------- TROPICAL ECOSYSTEMS of COSTA RICA Images and Movies --COSTA RICA Images and Movie Collection --Earth Expeditions: TRINIDAD 2008 Environmental Education Course Images --Costa Rica 2007 Ecology Course Photos & Images --Costa Rica 2006 Ecology Course Photos & Images --Earth Expeditions: Costa Rica 2006 Ecology Course Images --Costa Rica 2005 Ecology Course Images --Earth Expeditions: Costa Rica 2005 Ecology Course Images --Costa Rica 2004 Digital Images --Earth Expeditions: Costa Rica 2004 Digital Images --Costa Rica 2003 Digital Images --Costa Rica Streaming Video Potpourri EARTH EXPEDITIONS-NAMIBIA: GREAT CAT CONSERVATION 2007 TROPICAL ECOSYSTEMS FIELD COURSE PRESENTATIONS......! MARINE ECOLOGY 2008 --2008-Marine Ecology Paper Outlines --2008-Marine Ecology Papers MARINE ECOLOGY 2007 --2007-Marine Ecology Paper Outlines --2007-Marine Ecology Papers MARINE ECOLOGY 2006 --2006-Marine Ecology Paper Outlines --2006-Marine Ecology Papers MARINE ECOLOGY 2005 --2005-Marine Ecology Paper Outlines --2005-Marine Ecology Papers MARINE ECOLOGY 2004 --2004-Marine Ecology Paper Outlines --2004-Marine Ecology Papers MARINE ECOLOGY 2003 --2003-Marine Ecology Paper Outlines --2003-Marine Ecology Papers Summer 02-Tropical Marine Ecology Summer 01-Tropical Marine Ecology Summer 00-Tropical Marine Ecology Summer 99-Tropical Marine Ecology Summer 98-Tropical Marine Ecology ---------------------------------------- COSTA RICA 2008 --2008-Costa Rica Paper Outlines --2008-Costa Rica Papers COSTA RICA 2007 --2007-Costa Rica Paper Outlines --2007-Costa Rica Papers COSTA RICA 2006 --2006-Costa Rica Paper Outlines --2006-Costa Rica Papers COSTA RICA 2005 --2005-Costa Rica Paper Outlines --2005-Costa Rica Papers COSTA RICA 2004 --2004-Costa Rica Paper Outlines --2004-Costa Rica Papers COSTA RICA 2003 --2003-Costa Rica Paper Outlines --2003-Costa Rica Papers Summer 02-Tropical Ecosystems of Costa Rica Summer 01-Tropical Ecosystems of Costa Rica Summer 00-Tropical Ecosystems of Costa Rica Summer 99-Tropical Ecosystems of Costa Rica Summer 99-Tropical Ecosystems of Costa Rica Summer 98-Tropical Ecosystems of Costa Rica Hays' Marine Ecology Images and Movies Ohio Bird Photo Collection | Tropical Bird Collection | Costa Rica Image Collection | Edge of the Farm Conservation Area | Hays' Tarantula Page | Local Watershed Fish Studies| Wildflowers, Arthropods, ETC in SW Ohio | Earth Science Resources | Astronomy Links | Global Change | Marine Ecology "Creature Study Guide" |

OTHER ACADEMIC COURSES, STUDENT RESEARCH, OTHER STUFF Find the most recent on-campus COURSE SYLLABI......! Fall 2005, WCP 121- Participatory Research in the Environmental Sciences WCP 401/GLG401/501-Global Climate Change, 2005 Fall 2004, WCP 121- Participatory Research in the Environmental Sciences Fall 2004, GLG 205: Evolution and Earth Systems WCP 401/GLG401/501-Global Climate Change, 2004 WCP 261/262-What is Human Nature? 2004 Fall 2003, WCP 121-Research in the Environmental Sciences Fall 2003, GLG 205: Evolution and Earth Systems WCP 401/GLG401/501-Global Climate Change, 2003 WCP 261-Rivers: An Interdisciplinary Perspective, 2003 Fall 2002, WCP 121-Participatory Research in the Environmental Sciences Fall 2002, GLG 205: Evolution and Earth Systems 2002, WCP 401/GLG401/501-Global Climate Change 2002, WCP 261-Rivers: Images, Policy and Science 2001, WCP 121-Participatory Research in the Environmental Sciences 2001, WCP 401/GLG401/501-Global Climate Change 2001, WCP 222-The Nature of Human Nature 2000, WCP 121-From the Universe to the Duck Pond: Patterns and Processes in Natural Systems Fall 2000, GLG 205: Evolution and Earth Systems 2000, WCP 401/GLG401/501-Global Climate Change 2000, WCP 222-The Nature of Human Nature Fall'99, WCP 121-From the Universe to the Duck Pond: Patterns and Processes in Natural Systems '99, Critical Reflections on the Life Sciences: Lives in Science '99, Technology in the Inquiry-Based Science Classroom Fall'99, GLG 205: Evolution and Earth Systems '98, The Nature of Human Nature 2003,GLG 412/512/599.T-Tropical Marine Ecology of the Florida Keys, Everglades and Bahamas 2000, GLG 413/513 Tropical Ecosystems of Costa Rica STUDENT RESEARCH PROJECTS AND FEEDBACK......! Spring 2006-What is Human Nature? Fall 2005-NS1: Participatory Research in Environmental Science Global Change 2005- Peer Review Spring 2005-What is Human Nature? Fall 2004-NS1: Participatory Research in Environmental Science Fall 2004- Evolution and Earth Systems Global Change 2004- Peer Review Global Change 2004- Peer Review Spring 2004-What is Human Nature? Fall 2003-NS1: Participatory Research in Environmental Science Fall 2003- Evolution and Earth Systems Spring 2003-Global Climate Change Peer Review Spring 2003-Rivers: An Interdisciplinary Perspective Fall 2002-Natural Systems 1: Participatory Research in Env Sci Fall 2002- Evolution and Earth Systems Spring 2002-RIVERS: IMAGES, POLICY, AND SCIENCE Spring 2002--Global Climate Change Spring 2002--The Nature of Human Nature Spring 2002--NS 1, Chemistry, Ecology and Society Fall 2001-Natural Systems 1 Student Research & Peer Review Spring 2001-The Nature of Human Nature Field Research Spring 2001-Global Climate Change Student Research & Peer Review Fall 2000-Natural Systems 1 Student Research & Peer Review Fall 2000-Evolution & Earth Systems Student Research Spring 2000-The Nature of Human Nature Field Research Spring 2000-Global Climate Change Research & Peer Review Fall 99-Natural Systems 1 Student Research & Peer Review Fall 99-Evolution & Earth Systems Spring 99-Critical Reflections in the Life Sciences Spring 98-The Nature of Human Nature Fall 98-Natural Systems 1 Student Research & Peer Review Fall 97-Natural Systems 1 Research Menu | Educational Philosophy | Discovery Labs: Moon, Geologic Time, Sun, Taxonomy, Frisbee | Project Dragonfly | Vita |Field Course Postings | Student Research Postings | Nature/Science Autobiography | Environmental Programs at Miami University

TEACHING TOOLS & OTHER STUFF Visit some terrific DISCOVERY LABS.....! The Frisbee Lab The Moon Lab Geologic Time The Sun Lab The Taxonomy Lab Kepler's Laws and Jupiter's Moons Course DISCUSSION SITES--Add a comment......! Global Climate Change Course Starting Points--New Marine Ecology Course Starting Points--NEW --Marine Ecology LISTserve Costa Rica Course Starting Points--NEW --Costa Rica LISTserve Rivers: An Interdisciplinary Perspective--NEW Evolution & Earth Systems Discussion PRESENT --Evolution & Earth Systems Discussion PAST NS1: Participatory Research in Environmental Science PRESENT --NS1: Participatory Research in Environmental Science PAST Science Center Discussion Site Daily Necessities: Macintosh Resources |Search Engines | Library Resources|Server Stats| Family Album | View My Schedule | View Guestbook | Western College "Multimedia Potpourri" Edge of the Farm Conservation Area Harrison Scholar Hurricane Ike Service Trip 2008 Harrison Scholar Costa Rica Trip 2008 Spider Holding and Sex Education Night, Spring 2008 View Western College Photos/Movies! Spider and Cider Night, Fall 2007 Harrison Scholars New Orleans Service Trip 2007 Harrison Scholar Costa Rica Trip 2007 Harrison Scholars Louisiana Service Trip 2006 Spider and Cider Night, Fall 2006 View Western College Photos/Movies! Crawfish Festival 2006 Human Nature Multiple Intelligences' Lab, March 2006 Popcorn and Pythons Night, Spring 2006 Maple Syrup Festival, 2006 Spider and Cider Night, Fall 2005 Western College Graduation 2005 Spider and Cider Night, Spring 2005 Sharon Long Reception Photos/Movies 2005! Diane Kaufman Retirement Reception, Dec 2004 Spider and Cider Night, Fall 2004 Creek Walk, Natural Systems 1, Fall 2004 Western College Graduation 2004 Winter/Spring Ohio Bird Photo Collection Quicktime Streaming Slideshow Crawfish Festival 2004 Human Nature Multiple Intelligences' Lab, April 2004 Institute of Environmental Sciences Banquet, March 2004 Zoo Visit, Feb 2004 Popcorn and Pythons Slides, Jan 2004 Popcorn and Pythons Movie, Jan 2004 Popcorn and Pythons, Fall 2002 Popcorn and Pythons, Spring 2002 Natural Systems Creek Walk, 2003 Ohio-Louisiana 2003 Crawfish Festival 2001 Louisiana-Ohio Crawfish Festival Movie Western College Graduation Weekend, Spring 2003 Little Miami River Field Trip, April 2003 Collins Run Fish Collecting Trip, 2003 Environmental Effects on Fish Populations in Miami University Creeks Stream Sampling: Fish Diversity Study Slides, 2002 Stream Sampling: Fish Diversity Study MOVIE, 2002 Spring Valley Field Trip 2003 Visiting Southern Louisiana, Spring 2002