PROJECT SUMMARY Modern techniques of plant identification via computer based expert systems can enrich undergraduate students' comprehension of the species concept by exposing them to the total breadth of seasonal morphological variation within plant taxa irrespective of the season in which they conduct their studies. Such richness is lacking from our current pedagogical practices which primarily utilize season specific paper based dichotomous keys for training students in field based plant identification. Textbooks with dichotomous plant identification keys can be replaced with computer based plant identification expert systems, but these systems need experts trained in the subject matter and computer technology for their creation. To meet this need the following objectives are set forth: 1. Modernize the plant taxonomy field laboratory component of the Botany curriculum by replacing paper based dichotomous plant identification keys with CD-ROM based multi-access plant identification expert systems. 2. Enrich the educational experience of students by encouraging them to contribute to the continual expansion of the plant expert system data bases. 3. Improve instructional effectiveness by engaging undergraduates in the creation and development of these expert systems which will require utilization of their newly/simultaneously acquired knowledge of plants into a format that is both self reinforcing and beneficial to future students and the public at large. 4. Test the effectiveness of this method of learning compared to current pedagogical practices. The expert system approach has potential application to any area of study which entails identification of objects or situations on the basis of variable character states. RESULTS FROM PRIOR NSF SUPPORT The PI's have not received prior support from NSF pertaining to undergraduate education in the past five years Table of Contents NARRATIVE I. Current Situation 1 II. Development Plan 4 III. Equipment 8 A. Equipment Request 8 B. Equipment on Hand for the Project 9 C. Implementation and Equipment Maintenance 9 IV. Faculty Expertise 10 V. Dissemination and Evaluation 11 REFERENCES CITED 13 BIOGRAPHICAL SKETCHES 14 BUDGET 20 CURRENT AND PENDING SUPPORT 21 APPENDICES I. Major Departmental Equipment 22 II. Course Catalogue Descriptions 24 III. Subject Area Majors 26 IV. Student Research Summary 28 V. Preliminary Analysis of MUDES Pilot Project 30 VI. Contract with XID Services, Inc. 32 VI. Letter of Support by Botany Departmental Chair 35 I. CURRENT SITUATION Institution and student body -- Miami University, a state assisted university founded in 1809, has a total student body of over 20,000 on its main campus at Oxford and two regional campuses at Hamilton and Middletown. Undergraduates comprise 90% of the Oxford campus and 100% of both regional campuses. The university offers Baccalaureate degrees in 103, Masters' degrees in 58, and Doctoral degrees in 9 areas of study. Miami is ranked 70th nationally in the most recent National Science report (NSF 92-332) on the undergraduate origins of doctorate recipients in science. Department and student clientele -- The Botany Department is a part of the College of Arts and Sciences, the largest division in the University. The department offers the B.S. and A.B. in Botany, the B.S. in Botany with Environmental Science Emphasis, the Interdepartmental (Botany, Zoology, Microbiology) M.A.T. for in-service science teachers, and the M.S. and Ph.D.in Botany. Currently, there are over 100 undergraduates, 15 M.S., and 18 Ph.D. students majoring in Botany. In the 1995-1996 academic year, 2,968 undergraduates were enrolled in Botany courses. Non-botany majors, including pre-service teachers at Miami, constitute a significant percent of the undergraduate population in Botany courses. The faculty of the Botany Department consists of 16 professors, 4 affiliate professors, and 3 professional classified staff. The faculty and staff are committed to both teaching and scholarship, and most of them direct undergraduate independent research projects (Appendix IV). The department ranks at or near the top of U.S. universities in number of Botany majors, is highly recognized nationally for its undergraduate program in Botany, and is highly successful in placement of its graduates (Appendix III). Resources -- Pearson Hall, in which most teaching and research in Botany is conducted, was constructed in 1986. The department occupies the upper 42,000 square feet of this building, including 6,000 square feet of instructional labs, 10,000 square feet of research labs, and a student microcomputer laboratory. The department occupies and administers 12,400 square feet of externally located greenhouse space and a Plant Growth Chamber Facility (Appendix I). The department's Willard Sherman Turrell Herbarium, Ohio's largest with over 450,000 accessions, is located in a nearby building, which is adjacent to the University's Brill Science Library. In coorporation with the Zoology Department, the Botany Department administers a nationally recognized Electron Microscope Facility used in teaching and research within Pearson Hall (Appendix I). Out-of-doors botanical field teaching and research laboratories include the heavily wooded 1,100 acre campus with over 150 species of trees, a 184 acre Ecology Research Center, located two miles from campus, and Hueston Woods State Park, located seven miles from campus. The need to replace textbooks. Our new "paperless" society now uses more paper per capita than before the widespread utilization of computers. This increase demand drives a continuing increase in paper prices, which is reflected in higher textbook prices. It is unreasonable to expect students to continue to buy and use textbooks and incur additional expenses associated with computer technology. As the Superintendent of the Illinois State School System recently said, "In fact, it could be argued that the computer ought to be replacing the textbook as a fundamental basic learning tool." (Pearson, 1995). Types of botanical knowledge required by the public. Botanists, regardless of their subdiscipline, are generally asked two types of questions about plants: 1. What is the identity of a particular plant? 2. How to take care of specific plants they are attempting to grow? These questions indicate the general unfamiliarity that many people have with regard to plant identification and cultivation and the prevalent need that people have for expert advice on these subjects. Routine species identification has always posed problems for non-taxonomists because of lack of appropriate tools that can be used to identify unknown specimens. With the recent increased emphasis on surveys of biodiversity, new information technology, which would allow routine identification of specimens by non experts, is needed (Edwards & Morse, 1995). Expert Systems. The "tricorder" featured in the popular "Star Trek" books, television series, and motion pictures, is a futuristic device by which, humans, interacting with a portable input device, are able to identify and evaluate unknown objects and situations. "Tricorders" are still science fiction constructs, but "expert systems" that provide similar capabilities for specific categories of unknown objects or situations are becoming reality (Pennisi, 1994). Expert systems will dramatically alter the way in which we interact with one another and our environment. The need for experts. The development of expert systems is dependent upon a body of experts, who can provide information, or data bases, necessary for that technology to perform the expected functions. Our department trains ca. 300 students per year in the field of plant taxonomy. We need to build upon their extensive training by incorporating the development of plant identification expert systems into their curriculum. Current pedagogy. The currently widespread pedagogical approach taken in teaching students to identify plants is to train them in the field use of dichotomous keys, which require them to successfully proceed through a very structured sequence of coupled decision making steps, called couplets, to reach the species name of an unknown specimen. While students must be able to associate morphological features exhibited by an unknown plant with the features described in the couplets of the key, they are seldom encouraged to contemplate the range of variation of morphological features associated with a particular species of plants via this method of identification. Indeed, the total morphological variation inherent to a particular species is not even reflected within these keys by the very nature of their construction. Such keys become next to useless if the morphological characters referenced in the couplets are not available for field observation on the unknown specimen. For this reason, various groups of keys based on vegetative, floral, fruit, wood, or twig morphology must be incorporated into the curriculum depending on the time of year a particular course is taught. Students enrolled in a Fall course become knowledgeable about vegetative and fruit characteristics of plant taxa, but may never actually see or contemplate the dormant winter or spring flowering condition of these same taxa. In general, such keys are always noninclusive of all taxa available for study during any particular year because incorporation of additional taxa into dichotomous keys requires that the entire key be reworked each time a new taxon is added Students, in general, then are seldom, if ever, asked to actively incorporate new taxa into these types of identification keys. Students often complete introductory level plant taxonomy courses with the mistaken impression that taxonomy is a very static science that is not very amenable to change - an impression that is totally contrary to the scientific development of this discipline. Specific objectives. The objectives of this proposal are to 1. Modernize the plant taxonomy field laboratory component of the Botany curriculum by replacing paper based dichotomous plant identification keys with CD-ROM based multi-access plant identification expert systems. 2. Enrich the educational experience of students by encouraging them to contribute to the continual expansion of the plant expert system data bases. 3. Improve instructional effectiveness by engaging undergraduates in the creation and development of these expert systems which will require utilization of their newly/simultaneously acquired knowledge of plants into a format that is both self reinforcing and beneficial to future students and the public at large. 4. Test the effectiveness of this method of learning compared to current pedagogical practices. The expert system approach has potential application to any area of study which entails identification of objects or situations on the basis of variable character states. II. DEVELOPMENT PLAN How the courses and the curriculum will be improved. Table 1 (Appendix II) summarizes the expected number of students affected by the purposed modification of the plant taxonomy curriculum. The three major pedagogical activities within the proposed curriculum change are illustrated in Fig 1. (Appendix I). A total of 370 undergraduates, including 180 enrolled in introductory level plant taxonomy courses will use CD-ROM based plant identification expert systems in the field laboratory components of these courses to identify unknown plants and to learn about the total morphological differences between species studied, regardless of the season of the year in which they enroll in these courses. About 170 undergraduates enrolled in intermediate and advanced level plant taxonomy courses will actively explore the range of morphological differences between species via field laboratory studies during the season of the year in which they are enrolled in these courses, learn digital image capture and image processing techniques, and contribute to the ongoing development of plant identification expert systems data bases used in introductory level courses via data collection and digital image documentation. About 40 pre-service and in-service teachers enrolled in formal classes, and 40 undergraduate and graduate students enrolled in independent studies will actively explore the total range of morphological differences between species via field laboratory study during the entire year, learn digital image capture and image processing techniques, collect and analyze species specific data, and learn the theory and practice of construction of expert systems in order to develop additional plant expert systems appropriate to various levels (K-12, undergraduate, or graduate) of student clientele. Specific new experiments, student projects, and course work. Currently used textbooks containing inflexible dichotomous keys for plant identification will be replaced with CD-ROM base multi-access plant identification expert systems that will provide access to the total range of morphological variation among plant species regardless of the season of the year. Students, will not only learn how to effectively use these expert systems, but will be actively engaged in their continuing development via additions to the species data bases and the creation of new expert data bases tailored to a specific student clientele. These activities will better enable students to comprehend the species concept within the framework of modern taxonomic principles. Illustrations of planned innovations via plant identification expert systems. Pilot project for the Miami University Dendrology Expert System. The Miami University Learning Technology Enhancement Program recently sponsored a pilot project to begin the creation of a CD-ROM based Miami University Dendrology Expert System (MUDES). During the 1996 summer, the PI's working with four undergraduate students created the alpha version of the MUDES, which is currently being field tested by six students in Botany 205, Dendrology. The MUDES is being developed using the XIDAUTH platform, that has been used successfully to develop expert systems for the identification of agriculturally important weed species and insect pests for the USDA Animal and Plant Health Inspection Service (Pennisi, 1994). With the MUDES, students use a notebook computer in the field to input in a freely interactive manner, the morphological characteristics that are most obvious to them at any given time of the year for a given specimen. The MUDES data base is immediately searched after each character entry, progressively eliminating the size of the potential species list, until a positive identification is made for an unknown. Once an unknown has been identified, full text description and graphical images can be accessed to verify the match between the species and the unknown specimen. Because the MUDES data base contains species characteristics available for study throughout the year, students can use it during any season and since if also contains graphics of all features they can use it to view images of morphological characteristics that may not be present during the season that they conduct their studies, thereby enriching their comprehension of the morphological variation within the species under study. The alpha version of MUDES currently provides students with a modern unified procedure to identify a limited number of unknown species of trees and their woods. Preliminary results of comparison tests between students using the MUDES and students using paper dichotomous keys (Table 1, Appendix V) indicate that the MUDES is as accurate with regard to student identification of unknowns as the dichotomous key approach, and that students using the MUDES identify a given specimen on average about 70 seconds faster than their colleagues using the dichotomous key approach. Overall, students using the MUDES outperformed students using the dichotomous key approach in cumulative acquisition of knowledge as assessed by administration of identical examinations (Table 2, Appendix V). All students using the MUDES report that it is equal to or easier to use than a textbook for obtaining new information about plant taxa and for reviewing material covered on quizzes and exams (Questionnaire, Appendix V). These students also report that the MUDES is easier or of equal difficulty to use than dichotomous keys and nearly all find the on line help text and graphics, and species specific graphics extremely useful. The two main features that the students using the MUDES disliked were the incompleteness of the current data bases and the limited availability of the MUDES because of the current shortage of notebook computers for use in the field (Fig. 1, Appendix I). The former problem will be rectified during the process of transforming the current alpha version to the beta version of the MUDES, and the latter problem would be rectified if the current proposal is funded. Inquiry oriented approach to contribution and development of plant identification expert systems. In the Summer of 1996 Prof. Hickey developed an inquiry oriented plant taxonomy course as part of the MAT (Master's of Arts in Teaching; Biological Sciences) program for High School and Junior High School In-Service Teachers. Within this course teachers obtained a series of Operational Taxonomic Units (OTU's = specimens for study) and were expected to 1) document and analyze the character variation within the study set, 2) locate and document discontinuities in the data set and, 3) determine the number of species included within the OTU set. Students were able to make significant progress in understanding the nature of the species in such taxonomically difficult groups as the Hickories, White and Red Oaks, Ashes, and Maples. These student generated data sets will be utilized during the process of upgrading the alpha version to the beta version of the MUDES. Acquisition of the proposed field use instrumentation would enable our upper division undergraduates and MAT students to actively contribute, to the expanding MUDES data base, via data analysis and digital image documentation and to develop student clientele specific plant identification expert systems (Fig 1., Appendix I, Table 1, Appendix II). Results from other identification expert systems. Computer based identification methods of a limited number of taxa have been available for less than a decade. Few studies exist that allow evaluation of this approach compared to the paper based dichotomous key approach. Fermanian and Michalski (1989) reported a 80% error rate for conventional keys and a 50% error rate for their expert system designed for grass identification, a notoriously difficult group of plants to identify. Morse and colleagues report an identification accuracy of 75% for relatively untrained individuals using an expert system designed to identify Isopoda, or woodlice (Edwards and Morse, 1995; Wright, Morse, and Tardivel, 1995). In general these workers found no statistical difference between accuracy rates of paper based dichotomous keys and computer based expert system. While it seems intuitively obvious that computer based identification should be faster and more flexible than paper based identification, there is an obvious lack of substantial empirical data to support this impression. A number of hypertext plant identification systems are currently being developed on the World Wide Web. Current technology limits the use of such hypertext documents to indoor use. Our proposal enables students to fully utilize the capabilities of the expert systems approach in the out-of-doors field laboratory setting, which after all, is where the living plants to be studied are naturally located. III. EQUIPMENT A. EQUIPMENT REQUEST Twenty eight portable notebook computers with CD ROM drives are requested in order to establish a sufficient inventory for student use in the field laboratory components of plant taxonomy courses, each of which has a section enrollment cap of 30 students. Three digital camera units are requested in order to establish sufficient inventory for groups of five intermediate and advanced level undergraduate students to actively contribute to the continued development of the graphics component of plant expert systems via capture of digital images in the field. Site licenses for the associated software used in the development of plant expert systems will ensure that these can be developed in a legitimate manner. B. EQUIPMENT ON HAND FOR THE PROJECT There are two interdependent categories of equipment needed to implement the proposed modernization of the plant taxonomy curriculum (Fig. 1, Appendix I). The Indoor Laboratory equipment already exists and has been used to create the alpha version of the MUDES by the PI's and four undergraduate students (Table 1, Appendix I). The Indoor Laboratory equipment is used to capture images from light microscopes and dissecting microscopes; process these images into composite labeled images for inclusion into the expert system data bases; create the menu structures and text of the data bases; and create the CD-ROM's that make the plant expert systems transportable into the field. Currently lacking is adequate Field Laboratory equipment to fully implement the proposed curriculum modernization (Fig. 1, Appendix I). The Botany department has three Pentium notebook computers with CD-ROM drives that are being used by students engaged in field testing the alpha version of the MUDES (Table 1, Appendix I). Since there are 30 students per laboratory section, not all students currently have access to plant expert systems in the field. The only equipment that can be used to capture images in the field at present is a camcorder, which results in poor quality digital images (Table 1, Appendix I). The quality of field captured images could be greatly improved by using Digital Still Cameras which could be used to download images into either notebook or desk top computers for incorporation into the plant expert systems data bases (Fig 1, Appendix I). C. IMPLEMENTATION AND EQUIPMENT MAINTENANCE The implementation and maintenance of the requested equipment will follow the currently successful procedures used in providing multi-student access to compound light microscopes to various student laboratories within courses taught in the department of botany. Notebook computers will be housed in locked cabinets within teaching laboratories. Students will check out the computers for use during a given laboratory period and return them to their designated shelf space after use. The cabinets will be equipped with sufficient duplexes, so that the batteries of the computers can be charged during nonuse periods, thereby facilitating their use in the field. Digital camera equipment will be similarly housed and maintained. Following the successful light microscope maintenance model, a botany faculty member and an undergraduate student assistant will be in charge of trouble shooting routine problems encountered with notebook computer operation. Non-routine hardware problems will be handled by coverage under initial warranties and subsequently by in house repair through the Technical Equipment Support component of Miami Universities Academic Computer Services. IV. FACULTY EXPERTISE Taxonomic expertise. The combined experience of the PI's total over 35 years of teaching plant taxonomy courses listed in Appendix II. Hickey's and Vincent's areas of research concentration are in the field of plant taxonomy. Combined they have published 43 research papers and have directed 19 undergraduate independent research projects and 9 graduate projects in this area. In addition, Hickey has been involved in the Hughes Foundation Support Programs at Miami University for 8 years. The expertise that these PI's bring to the proposed modernization of the plant taxonomy curriculum is therefore substantial in terms of breadth of knowledge of plant species, taxonomic principles, and pedagogical practices. Computer expertise. The combined experience of the PI's total over 30 years of experience with computers used in image processing, image analysis, and computer aided plant and wood identification. Meicenheimer began using mainframe card reading machines and analog digitizing devices as early as 1975 in his research projects. He has published 15 research papers, and has directed 8 undergraduate and 4 graduate independent studies that incorporated computer aided analyses in their design. During the intervening years Meicenheimer has kept abreast with the rapid development of computing through periodic upgrades in both hardware and software components. In 1990 Meicenheimer introduced a computer aided wood identification program into the Dendrology course that he teaches. This program was innovative for the time, but ran in batch mode rather than being interactive. That program has now been replaced with the alpha version of the wood component of the MUDES that was developed during the summer of 1996. Meicenheimer maintains active World Wide Web sites for all the courses that he teaches and Vincent and Hickey utilize World Wide Web resources as alternatives to texts in the Advanced Plant Taxonomy courses that they teach. The breadth of expertise that the PI's bring to the proposed curriculum revision in terms of state-of-the-art use of computers in imaging, program development, and student utilization is therefore substantial. V. DISSEMINATION AND EVALUATION Assessment of the impact of the proposed curriculum change. There have been relatively few published studies comparing computer aided identification with paper based dichotomous keys making critical assessment of the proposed modifications to the plant taxonomy curriculum an extremely important component of this proposal. Groups of students within the affected courses will be formed, either within sections or between sections, depending on class size. One group will use the CD ROM plant identification expert systems and the other group will use paper based dichotomous keys for plant identification in the laboratory components of these courses. Mean performance on quizzes and examinations of these two groups of students will be compared via Students t-test thus providing a quantitative assessment of the relative effectiveness of these two methods of plant identification. In addition, the group of students using the plant identification expert systems will be asked to provide periodic written evaluation of various aspects of the systems via forms similar to the one in Appendix V. This will provide more subjective means of evaluation that will be invaluable in improving the plant identification expert systems as well as modifying pedagogical practices in the courses in which these systems are utilized. Dissemination of the results of assessment of curriculum change. All of the PI's are active members in the Botanical Society of America, which has a Teaching Section that will provide a forum for presentation of the results on the assessment of the proposed curriculum change at annual national meetings of this society. Written communication of the results will be via manuscripts submitted for consideration for publication in national/international periodicals such as American Biology Teacher and The American Journal of Botany. In addition to these conventional methods of dissemination, Meicenheimer maintains a World Wide Web page describing various aspects of the development of the MUDES, which makes the most current information on the proposed curriculum change readily accessible to anyone with internet access. Dissemination of the CD ROM Plant Identification Expert Systems. The CD ROM Plant Identification Expert Systems will be created locally and sold to students enrolled in the affected courses through local book stores. Costs of the CD's will be equal to or lower than the current plant identification textbook prices that they will be replacing (ca. $60). Students and faculty involved in courses in plant identification at other universities potentially will be interested in these expert systems. In addition, there currently exists a market for plant identification books written for the general public. The Plant Identification Expert Systems, that will result from the proposed curriculum modification, would presumably have appeal to a subset of that audience, whom would have the necessary hardware to access the information contained on it. Sale of the CD ROM based Plant Identification Expert Systems to the national/international educational community and general public will be through the mechanisms specified in the contractual agreement between the PI's and the XID Company of Pullman Washington (Appendix VI). REFERENCES CITED Edward, M. and D. R. Morse. 1995. The potential for computer-aided identification in biodiversity research. Trends in Ecology and Evolution. 10: 153-158. Fermanian, T. W. and R. S. Michalski. 1989. WEEDER: an advisory system for the identification of grasses in turf. Agronomy Journal. 81: 312-316. Fermanian, T. W., M. Barkworth, and H. Liu. 1989. Trained and untrained individuals ability to identify morphologial characters of immature grasses. Agronomy Journal. 81: 918-922. Morse, D. R., G. M.Tardivel, and J. I. Spicer. 1996. A comparison of the effectiveness of a dichotomous key and a multiaccess dey to woodlice. Technical Report. 14- 96. Computing Laboratory, University of Kent. Canterbury, U.K. Pearson, R. 1995. State schools chief says lab-tops should succeed book. Chicago Tribune. Sept. 15, Sec. 1. p. 7. Pennisi, E. 1994. Name that fly - computers help make species identification child's play. Science News. 145: 108-111. Wheeler, E. A. , R. G. Pearson, C. A. LaPasha, T. Zack, and W. Hatley. 1986. Computer-Aided Wood Identification. North Carolina Agricultural Research Service. Wright, J. F., D. R. Morse, and G. M. Tardivel. 1995. An investigation into the use of hypertext as a user-interface to taxonomic keys. Computer Applications in the Biosciences. 11: 19-27. BIOGRAPHICAL SKETCH Roger D. Meicenheimer Phone: 513-529-7012 Department of Botany FAX: 513-529-4243 Miami University e-mail: MeicenRD@MUOhio.edu Oxford, OH 45056-1634 Homepage: http://www.muohio.edu/~meicenrd HIGHER EDUCATION June, 1980: Ph.D. in Botany, Washington State University Pullman, WA 99164 "Growth Characteristics of Epilobium hirsutum Shoots Exhibiting Bijugate and Spiral Phyllotaxy." Feb., 1978: M.S. in Botany, Washington State University Pullman, WA 99164 "Comparative Study of Floral Morphogenesis in Two Species of Ranunculus." May, 1975: B.A. in Biology/Botany, University of Pennsylvania Philadelphia, PA 19175 PROFESSIONAL EXPERIENCE Sept., 1981 - Department of Botany, Miami University, Oxford, OH 45056. Present. Full Professor (1992), Associate Professor (1987) Assistant Professor (1981) Sept., l980 - Research Botanist - post-doctoral appointment Aug., l98l with Dr. Philip R. Larson, North Central Forest Experiment Station, Forest Service, USDA, P.O. Box 898, Rhinelander, WI 5450l. Sept., l976 - Teaching Assistant, Washington State June, l980 University, Pullman, WA 99l64. May, l975 - Laboratory Technician, Developmental Aug., l976 Morphology Laboratory of Dr. Ralph O. Erickson in Department of Biology, University of Pennsylvania, Philadelphia, PA l9l74. GRANTS LAST FIVE YEARS Miami University Learning Technology Enrichment Program. " Replacement of textbooks with CD ROM Expert Systems" with RJ Hickey and MA Vincent. 1996. $15,140. National Science Foundation DCB-8702157 . "Cellular basis for stem growth and tissue differentiation. l987-l991. $168,374. Committee for Faculty Research Grant, Miami University. "Investigation of living shoot apical meristems using the environmental scanning electron microscope. 1991. $7,359. RECENT REFEREED PUBLICATIONS Meicenheimer, R. D. 1996. Decussate to spiral discontinuous transitions. In: Symmetry in Plants. R. Jean and D. Barbare' (ed) _____. and T. A. Nackid. 1994. Gravitropic response of Kalanchoe stems. Int. J. Plant Sci. 155: 395-404. _____. 1992. Cellular basis for growth and tissue differentiation patterns in Linum usitatissimum (Linaceae) stems: the stem unit. Amer. J. Bot. 79: 914-920. _____. and J. Leonard. 1990. Comparison of early lateral vein formation in Linum usitatissimum leaves with theoretical network models. Amer. J. Bot. 77: 512-516. _____. and B. Zagorska-Marek. 1989. Consideration of the geometry of the phyllotaxic triangular unit and discontinuous phyllotactic transitions. J. Theor. Biol.139: 359-368. OTHER PUBLICATIONS RELATED TO THIS PROPOSAL Meicenheimer, R. D. 1989. Computer-aided analysis of Linum pith cell characteristics. Bot Soc. Amer. Misc. Ser. 76: 122. _____. 1986. Empirical models of stem growth and vasculature differentiation processes. In: Mathematical Modeling in Science and Technology. Avula, X.J.R., G. Leitman, C.D. More, Jr., and E.Y. Rodin (eds) Pergamon Press, NY. _____. and P. R. Larson. 1983. Quantitative model of Populus xylogenesis. Ann. Bot. 51: 491-502. STUDENT PROJECTS SUPERVISED LAST FIVE YEARS AT MIAMI UNIVERSITY Graduate Students Undergraduate Students Edwin Groot (present) Joy Kaminsky (present) Cynthia Szewczak (present) Sandi Cesarov(present) Michael Georgiady (1992) Elizabeth Hooven (1996) Thomas Nackid (1991) Roger Woeste (1996) Matt Duley (1996,1995) Joan McElfresh (1990) Cincinnati Acadamy of Mathematics and Science Students Patricia Muething (1995) Ayesha Shaw (1994) BIOGRAPHICAL SKETCH R. JAMES HICKEY Botany Department, Miami University, Oxford, OH 45056 Office Phone: (513) 529-6000 Lab: (513) 529-5550 EDUCATION B.A. Bridgewater State College, Biology. 1972 M.S. Miami University, Botany. 1978. "Variability in the Lycopodium obscurum complex of North America and Eastern Asia." (Advisor: Hardy Eshbaugh) Ph.D. The University of Connecticut, Biology. 1985. "Revisionary Studies of Neotropical Isoetes." (Advisor: G. J. Anderson) CURRENT RESEARCH Systematics and Evolution of Vascular Plants, with particular reference to pteridophytes and lycopsids Genetic analyses of rare plant populations Morphological and Anatomical Variation in Leaf Structure of Isoetes TEACHING EXPERIENCE 1992-1996: Associate Professor, Miami University, Oxford-Hamilton 1987-1991: Assistant Professor, Miami University, Oxford-Hamilton-Middletown 1984-1987: Visiting Instructor /Assistant Professor, Miami University, Oxford 1979-1984: Graduate Assistant, The University of Connecticut 1975-1976: Graduate Assistant, Miami University 1972-1974: Laboratory Instructor, Bridgewater State College RECENT PROFESSIONAL and PEDAGOGICAL EXPERIENCE 1995-1996: Co-Director (with Dr. Ed Jones) of Systematic Reform Project for the Northwest Local School District and Miami University 1994-1995: Consulting State Co-Ordinator for Life Science by Inquiry. Cosponsored program between NSF State Initiative Grant and Ohio Department of Education. Responsible for Curriculum Development and State-Wide Course Development 1994-1995: Life Science by Inquiry Instructor and Life Science Overseer for Follow-Up Development Workshops 1994: Co-Director and Instructor for NSF funded: Excellence in Hands on Science Education, K-6. In collaboration with Cincinnati Public Schools 1993-1994: Curriculum Development for Life Science by Inquiry Modules GRANTS LAST 5 YEARS 1996: Learning Technologies Enrichment Fund Grant: Replacement of Textbooks with CD ROM Expert Systems. (with Meicenheimer and Vincent) $15,140. 1995: Ohio Board of Regents Grant: Local Systemic Reform in Elementary Science: An Inquiry Project for the Northwest Local School District and Miami University. (with Ed Jones) $42,648 PUBLICATIONS and PAPERS 27 Refereed Works published or in press 15 Published Abstracts 28 Invited and Contributed Papers / Seminars GRADUATE STUDENT DISSERTATION AND THESIS TITLES 1994: Randall Small. A biosystematic and revisionary study of the Isoetes karstenii A. Braun complex. M.S. 1992: Vivian Negron Ortiz. Biosystematics of Ernodea Sw. (Rubiaceae - Spermacoceae). Ph.D. 1991: Stephanie Fore. The effect of forest fragmentation on genetic diversity and structure: A landscape perspective. Co-advised with John Vankat. Ph.D. 1991: Julie Ballenger. A biosystematic revision of the genus Cercis L. (Leguminosae) in North America. Co-advised with W. Hardy Eshbaugh and Sheldon Guttman. Ph.D. 1991: Brenda Hoppes. Electrophoretic analysis of genetic variation in Trillium grandiflorum and Trillium sessile. Co-advised with Sheldon Guttman. M.S. REPRESENTATIVE UNDERGRADUATE RESEARCH PROJECTS 1996: Don Robinson-Gay: Leaf anatomy in Isoetes of northeastern North America. 1996: Aubry Brzozowski: Comparative velum development in Isoetes prototypus and I. lacustris. 1995-1996: John Church: Preliminary investigations into Isoetes leaf anatomy as a source of taxonomic characters. 1993: Ted Kalkreuth: Identification of Belize melastomes and the development of a vegetative key. 1993: Michelle Floyd: Zonation in coastal habitats of Belize. 1993: Jeff Brown: Developing a vegetative family key for the flora of Belize. BIOGRAPHICAL SKETCH Michael A. Vincent Department of Botany (513) 529-2755 Miami University FAX 513-529-4243 Oxford, Ohio 45056 Email: Vincenma@muohio.edu Education Undergraduate Miami University, Oxford, Ohio. Bachelor of Arts in Botany, May 1978 Graduate Miami University, Oxford, Ohio. Masters of Science in Botany, Dec. 1983. Thesis: "The effects of Sandoz 6706 on growth and pigmentation in fungi." Miami University, Oxford, Ohio. Ph. D. in Botany, May 1991. Dissertation: "Taxonomic and Biosystematic Studies of the Hyphomycete Genus Botryosporium Corda." Grants Last Five Years Kentucky State Nature Preserves Commission, Frankfort, KY. Trifolium stoloniferum Genetic Diversity Survey, 1995; $3100.00 Miami University, College of Arts & Science Research Grant, 1994; $500.00 Willard Sherman Turrell Herbarium grant no. 111, Miami University, 1991; $380.00 Research Interests Systematics of New World Trifolium Floristic survey of Darke County, Ohio Fungal flora of the Bahamas Taxonomy of vascular plants Taxonomy of hyphomycete fungi Floristics Professional Experience Curator, Willard Sherman Turrell Herbarium, Miami University, October 1993-present Instructor, Department of Botany, Miami University; January 1985-present Assistant Curator, Willard Sherman Turrell Herbarium, Miami University; July 1984-October 1993 Teaching assistant and Research assistant, Department of Botany, Miami University; 1978-1980 Publications Last Five Years Vincent, M.A. 1990. Additions to the fungal flora of the Bahamas. In: Smith, R.R.(ed.). Proceedings of the Third Symposium on the Botany of the Bahamas. Bahamian Field Station, San Salvador, Bahamas. pp. 79-83. Vincent, M.A. 1991. Vascular plant type specimens in the Willard Sherman Turrell Herbarium(MU), Miami University, Oxford, Ohio. Rhodora 93: 148-182. Hickey, R.J., M.A. Vincent & S.I. Guttman. 1991. Genetic variation in Running Buffalo Clover (Trifolium stoloniferum, Fabaceae). Conservation Biology 5: 309-316. Vincent, M.A. 1991. Trifolium reflexum L. (Buffalo clover; Leguminosae) in Ohio: its history and present status. Michigan Botanist 30: 65-68. Hickey, R.J. & M.A. Vincent. 1992. Application of isozyme techniques in native North American Trifolium species. In: Wofford, D.S. & K.H. Quesenberry (eds.). Proceedings of the Twelfth Trifolium Conference. University of Florida, Gainesville, Florida. 25-27 March 1992. pp. 15-17. Seifert, K.A. & M.A. Vincent. 1993. Revisiones generum obscurorum hyphomycetarum: Introduction. Sydowia 44: 307-320. Vincent, M.A. 1993. Fatoua villosa (Mulberry weed: Moraceae) in Ohio. Ohio Journal of Science 93: 147-149. Vincent, M.A., M.J. Powell & H.H. Burdsall. 1994. William Bridge Cooke, 1908-1991. Mycologia 86: 704-711. Vincent, M.A. 1995. Creeping Indigo (Indigofera spicata Forssk.; Fabaceae) new to the Bahamas. Bahamas Journal of Science 3(1): 36. STUDENT PROJECTS SUPERVISED LAST FIVE YEARS AT MIAMI UNIVERSITY Graduate Students Undergraduate Students Matthew Duley. "Biosystematics of 1996 Sandi Cesarov the genus Cladrastis." Present 1995 Alison Miller Todd Linscott. "Morphological and 1993 Darin Banks Genetic Diversity of Trifolium 1992 Matthew Stoncypher virginicum populations using Danielle Serase quantitative and allozyme studies." MS 1994. ILI-IP DETAILED BUDGET (EQUIPMENT LIST) ITEM QUANTITY UNIT UNIT TOTAL PRICE PRICE COST (LIST) (DISCOUNTED) (DISCOUNTED 1. Notebook computers 28 $3,799 $3,499 $97,972 Jetbook 7000 133 Mhz Pentium CPU 12.1" TFT LCD Display 64-bit PCI SVGA 32 bit enhanced PCMCIA 6X CD-ROM extra battery packs 2. Digital cameras 3 $1,744 $1,744 $ 5,232 Kodak DC50 Zoom 10 MB PCMCIA Storage Card AC Adapter 3. DC/AC Inverter 30 $ 100 $ 100 $ 3,000 4. Recordable CD ROM 210 $ 6.50 $ 6.50 $ 1,365 Media 5. Computer Software A. XIDAUTH 3 $ 325 $ 217.75 $ 653 Expert System Authoring Program B. XID 30 $ 25 $ 8.25 $ 248 Expert System Engine C. PhotoFinish 30 $ 80 $ 80 $ 2,400 Image Processing Program D. Microsoft Office 30 $ 50 $ 50 $ 1,500 Data Entry Application E. Statview Student 30 $ 90 $ 90 $ 2,700 Data Analysis Application Total project cost $115,070 Non-NSF contribution $ 57,535 (including any overmatch) NSF request $ 57,535 Appendix I. Major Departmental Equipment Fig 1. Miami University Botany Department has adequate Indoor Laboratory instrumentation but needs Field Laboratory instrumentation to implement the proposed modernization of the field laboratory component of the plant taxonomy curriculum. Primary needs are additional student notebook computers to make CD-ROM Plant Expert Systems available for field use and data collection and digital cameras to capture field observations for incorporation into plant expert data bases. Table 1. Major Equipment within Miami University's Botany Department Available for Use by Undergraduate Students. Field Laboratory equipment marked with *FL*. Item Quantity Computer Equipment Pentium 75 Mhz notebook computers with CD ROM *FL* 3 IBM compatible 386, 486 desk top computers 4 Macintosh desk top computers 2 Flat Bed Scanner 1 Pentium 133Mhz desk top computer with recordable CD-ROM drive 1 In addition to the above, Undergraduates have access to over 200 desktop computers in 5 microcomputer laboratories on the Miami University campus. Most of these computers are link to the Internet. Undergraduates also have access to a 35 mm slide scanner interfaced to a Macintosh desk top computer which is link to the MUNET within the Applied Technology Department of Miami University. Video and Optical Equipment Sony Camcorder *FL* 1 VCR's with Television Monitors 5 Javelin NTSC Charge Couple Devices 2 Sony RGB Charge Couple Device 1 Nikon Trinocular compound light microscopes 2 Nikon Trinocular dissecting microscopes 2 Nikon and Olympus student compound light microscopes 100 Nikon and B&L student dissecting microscopes 100 Electron Microscope Center Instrumentation Jeol T500 Scanning Electron Microscope 1 Philips 505 Scanning Electron Microscope 1 Edax Energy Dispersive X-Ray spectrophotometer 1 Critical Point Drier 1 Sputter Coater 1 Zeiss Transmission Electron Microscope 1 Hitachi Transmission Electron Microscope 1 Carbon Evaporators 2 Ultramicrotomes 3 High Pressure Freeze Apparatus 1 Freeze Substitution Apparatus 1 Dark room enlargers 5 Movable computer with digital capture capabilities from SEM's and TEM's 1 Plant Growth Chamber Facility Percival Walk In Growth Chambers 2 Rheem/Shearer Reach In Growth Chambers 6 Rheem Lighted Incubators 6 Physiological Equipment Puffer Hubbard Incubators 4 Fisher Laboratory Ovens 4 Fume Hoods 2 Edgegard EG6320 Sterile Transfer Hoods 3 Autoclave 1 Water Distiller 1 Hansetech LD-1 Leaf oxygen electrode 5 Varian Model 3300 gas chromatograph 1 Fisher 950 PH meters 4 Accumet model 800 PH meters 2 Accumet model 950 PH meter 1 Licor 1600 Steady-state porometer 1 Licor 189 Digital quantum photometer 1 Licor 1800 Portable spectroradiometer 1 Licor 3000A Portable leaf area meter 1 Licor 3050a/4 leaf area belt conveyor 1 Fisher stirring hotplates 4 Refrigerated centrifuge Sorval RC-5 1 Fisher model 260 circulating water bath 1 Dosimeter model 260 geiger counter 1 Fisher model 7301a analytic balance 1 Eppendorf 5415 microcentrifuge 1 Turner Spec-20 Spectrophotometers 5 IEC Centra 8-R table top centrifuge 1 Varian DMS-100s Spectrophotometer 1 Precision Instruments Iluminated incubator 1 Fisher Model 255D Isotemp incubators 2 Refrigerators 5 In addition to the above, equipment in faculty research laboratories is also readily available and heavily used for undergraduate teaching and research. Appendix II. Course Catalog Descriptions Table 1. Summary of number of students involved within the three major pedagogical activities inherent to the proposed plant taxonomy curriculum modernization proposal. Student activity levels include: A. Use of CD-ROM Plant Identification Expert Systems for field identification of unknown specimens. B. Contribution of new information (digital images and observational data) to existing Plant Identification Expert System data bases C. Development of new Plant Identification Expert Systems for specifically targeted student clientele. Student Activity Level _______________________________________ Botany Course Use Contribution Development # Students 155 XXXXXXXXXX 120 432 XXXXXXXXXX 60 202 XXXXXXXXXX XXXXXXXXXX 60 205 XXXXXXXXXX XXXXXXXXXX 30 490D XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX 20 455 XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX 10 499A XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX 30 699A XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX 20 750 XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX 20 TOTALS 370 190 100 370 BOTANY COURSE DESCRIPTIONS BOT 155 Field Botany. Field/laboratory-oriented, interpretive introduction to botany in the regional out-of-doors. Emphasis given to identification, uses, habit, habitat and communities of plants and fungi in the context of local terrestrial and aquatic environments. Offered Annually. Enrollment =120 . Miami Plan Foundation Course. BOT 202 Plant Taxonomy. Systematic classification with emphasis on flowering plants. Special attention to local flora. Offered Annually. Enrollment = 60 . Required course for AB(Botany), BS(Botany), BS(Botany in Environmental Science), Minor in Horticultural Botany. BOT 205 Dendrology. Identification and distribution of native and introduced trees, characteristics and use of their woods, and an introduction to forestry practice. Offered Annually. Enrollment = 30 students/year. Required Course for BS-Botany in Evironmental Science; Minor in Horticultural Botany. BOT 432 Ecological Foundations of Vegetation - North America. Survey of the vegetation of North America with emphasis on distribution, environmental relations, structure, composition, and adaptation. Required field trip. Cross-listed with GEO 432. Offered Annually. Enrollment = 30 students/year. BOT 499A Tropical Flora of the Bahamas. Introduce upper level students to a subtropical environment, allow them to explore and examine tropical floristic biodiversity and study ecological relationships within various plant communities on Andros Island, the largest member of the Bahamian Archipelago. Offered Annually. Enrollement = 30 students/year. Miami Plant Capstone Course. BOT 455 Scanning Electron Microscopy: Principles and Techniques. Theory and practice of scanning electron microscopy. Specimen preparation: fixation, critical point drying, sample coating by sputtering and evaporation processes. Training in the operation of a scanning electron microscope. Seniors interested in post-baccalaureate eduacation or more immediate physical and biological sciences and related applied disciplines may take this as a Capstone. Offered Annually. Enrollement = 10 students/year. Miami Plan Capstone Course. BOT 490D Undergraduate Botany Teaching Capstone Many botany undergraduates ultimately teach. This Capstone combines a weekly seminar class with a practicum in which students serve as teaching assistants in regularly scheduled Foundation course laboratories with the supervision of a graduate teaching assistant and faculty member. The goal is to combine training in pedagogy with practical experience, improving the student;s knowledge, critacal thinking, and teaching skills in the botanical laboratory classroom. Oine formal class meeting per week plus three contact hours per week of practicum and additional course preparation meetings. Offered Annually. Enrollment = 20. Miami Capstone Course. BOT 699G Advanced Plant Taxonomy for Teachers Examination of the theory and practices of methods in Plant Taxonomy. Emphasis is placed on data collection, data assessment and the initial establishment of species hypotheses. Emphasis is also placed on the transmission of finalized hypotheses, and their support, in the formats of graphs, description and keys. Offered Alternate Summers. Enrollment = 20. BOT 750. Advance Topics in Botany - Development of Plant Identification Expert Systems Examination of theory and practice of expert system development with emphasis on systems designed to facilitate identification of plant species. Data base construction and analysis, menu development, digital image generation and incorporation into expert systems, and field testing procedures will be covered via practical laboratory experience. Offered Alternate Summers. Enrollment = 20. Appendix III. Subject Area Majors Number of Declared Botany Majors and Minors Number of Majors Graduated 1991 - 1996 Academic Year # Majors # Minors #Graduates 1990-1991 53 2 5 1991-1992 76 9 12 1992-1993 102 13 20 1993-1994 121 15 39 1994-1995 115 17 28 1995-1996 118 20 34 Career Paths of Botany Majors Current Profession % of Graduates Graduate /Professional School in Botany, Plant Science, Medicine 29 Pharmaceutical, health, or similar technological professional 19 Environmental Sciences of Ecology Professional 11 Professional, not related to Botany 11 Agricultural or Horticultural Specialist 8 Public School Science Teacher 5 Peace Corps 2 Status Unknown 16 Interesting Facts about Miami University Botany Department Undergraduate Program Our Department ranks among the top three nationally in numbers of alumni (over 800) and in numbers of current majors in Botany in the U.S.A.. We currently graduate 4-8 % of all the undergraduate degree recipients in Botany and Plant Biology in the U.S.A. Our B.S. option with Environmental Science Emphasis is the only degree program of its kind in the state of Ohio. More Miami Botany Undergraduates have won recognition by the Botanical Society of America for the Young Botanist Award than any other department in the nation. Placement of graduates into graduate programs is nearly 100% Nearly 85% of our graduates are employed in major related positions within 6 months of graduation Appendix IV. Student Research Publications. Undergraduate Authors in Bold. Blondin, P. A., R. Jason Kirby, and S. R. Barnum. 1993. The heat shock response and acquired thermotolerance in three strains of cyanobacteria. Curr. Microbiol. 26:79-84. Deering, R. H. and J. L. Vankat. (In Review) Patterns of Colonization and shrubdevelopment of the exotic Lonicera maackii in a Southwestern Ohio Forest. American Midland Naturalist. DeGroft, K. and D. Francko. 1996. Effect of frezzing on germination of Nelumbo lutea (Willd.) Pers. seeds. J. Fresh. Ecol. 11:373-376. Francko, D., L. DeLay, and S. Al-Hamdani. 1993. Effect of chromium (VI) on photosynthetic rates and seedling growth in Nelumbo lutea. J. Aquat. Plant Manage. 31:29-33. Kiss J.Z., M.M. Guisinger, A.J. Miller.(In Press). What is the threshold amount of starch necessary for full gravitropic sensitivity? Advances in Space Research 15. Kiss J.Z., J.B. Wright, T. Caspar. 1996. Gravitropism in roots of intermediate-starch mutants of Arabidopsis. Physiologia Plantarum 97:237-244. Mashadian D.Y., G.W. Grimes, J.Z. Kiss. 1995. Improved antigenic preservation of plant tissue by low temperature processing in LR White resin. Microscopy Researchand Technique 31:531-532. [& cover photograph.] Meicenheimer, R. D. and J. Leonard. 1990. Comparison of early lateral vein formation in Linum usitatissimum leaves with theoretical network models. Amer. J. Bot. 77: 512- 516. Meiners, S. J. and D. L. Gorchov. 1994. The soil seed pool of Huffman Prairie, a degraded Ohio prairie, and its potential in restoratin. Ohio Journal of Science 94: 82-86. Myers, M. and D. L. Gorchov. (In Review) Allelopathic effect of the invasive shrub, Lonicera maackii, on seeds of an annual, Galium aparine. American Midland Naturalist. Porter, M. and D. Francko. 1991. Effect of heavy metals on short-term photosynthetic rates in Potamogeton amplifolius. J. Aquat. Plant Manage. 29:51-53. Vance, H. and D. Francko. (in review). Allelopathic potential of Nelumbo lutea (Willd.) Pers. to alter growth of Myriophyllum spicatum L. and Potamogeton pectinatus L.: A feasibility study. J. Fesh. Ecol. Vankat, J. L. and W. P. Carson. 1991. Floristics of old field - deciduous forest succession. III. Disturbed vegetation. Bulletin of the Torrey Botanical Club 118:385-391. Presentations. Undergraduate Students in Bold. Bangs, A. A., and H. G. Kiss. 1996. The transport of radiolabeled IAA and SAM in morning glory flowers. Midwest section: American Society of Plant Physiologists. Abstract book:5. Francko, D.A., S. Al-Hamdani, M. Gotschall, and M. Bendova. 1993. Effect of hexavalent chromium and dissolved humic materials on photosynthetic rates and petiole elongation in Nelumbo lutea (American lotus) seedlings. Annual Meeting, Ecological Soc. of America, Madison, WI Guisinger M.M, A.J. Miller, J.Z. Kiss. 1996. The response to gravity is correlated to the amount of starch in Arabidopsis hypocotyls. American Society of Plant Physiologists, Midwestern Section, Urbana, Illinois. ASPP Midwest Abstract Book, p. 7. Kiss J.Z., M.M. Guisinger, J.B Wright. 1996. What is the threshold amount of starch necessary for full gravitropic sensitivity? International Committee on Space Research (COSPAR) Meeting in Birmingham, England. COSPAR Abstract Book, p. 315..M. Kiss J.Z., M Guisinger, A.J. Miller, J.B. Wright. 1995. The response to gravity is correlated to the amount of starch in Arabidopsis intermediate-starch mutants. American Society for Gravitational and Space Biology, Arlington, Virginia. ASGSB Bulletin 9:38. Kiss J.Z., T. Caspar, J.B. Wright, A.J. Miller. 1995. Gravitropism in roots of intermediate-starch mutants of Arabidopsis. American Society of Plant Physiologists, Charlotte, North Carolina. Plant Physiol. 108(S):24. Meiners, S. 1992. The soil seed bank of Huffman Prairie. Ohio Academy of Sciences, April 1992 Richards, H. 1995. Effects of leaf harvesting on an understory palm in the "El Cielo" Biosphere Reserve, Mexico. Ohio Academy of Sciences. April 1995. Richards, H., D. L. Gorchov, and L. Trejo-Hernandez. 1996. Effect of leaf harvesting on the understory palm, Chamaedorea radicalis, in El Cielo Biosphere Reserve, Tamaulipas, Mexico. Amer. J. Bot. 83: 74-74. Stackhouse K., Kiss J.Z. 1996. The optimum angle of gravistimulation in Arabidopsis. American Society for Gravitational and Space Biology, Charlotte, North Carolina. ASGSB Bulletin 10:24. Vance, Heather and D. Francko. 1996. Allelopathic potential of American lotus toward water milfoil and Sago pondweed. Wittenberg University undergraduate poster session Appendix V. Preliminary Analysis of MUDES Pilot Project Comparison of Dendrology Students' Performance Fall 1996, Angiosperm Trees Table 1. Identification of Unknown Angiosperm Tree Species N = 6, each category METHOD % CORRECT TIME (SEC) TO ANSWER Dichotomous Key Mean 82.3 505.2 Standard Deviation 17.8 144.5 MUDES Mean 77.1 435.6 Standard Deviation 14.5 193.6 Students t-test indicates no significant difference between means of any of the above categories at 95% confidence level. Table 2. Performance on Quizes and Examinations N = 6 each category METHOD MEAN OF 5 FIELD QUIZES (%) LABORATORY MIDTERM (%) LECTURE MIDTERM (%) Dichotomous Key Mean 77.7 65 * 70 Standard Deviation 17.8 21 12 MUDES Mean 80.7 85 * 78 Standard Deviation 16.1 10 9 * Students t-test indicates means significantly different at 96 % confidence level. Students t-test indicates no significant difference between means of all other categories at 95% confidence level. MUDES ASSESSMENT QUESTIONAIRE Angiosperm Tree COMPONENT 1. Assess the MUDES as a new source of information for learning about new plant taxa. More difficult than a textbook About the same as a textbook 67% Easier than a textbook 33% 2. Assess the MUDES as a source of information for reviewing for quizzes and tests. More difficult than a textbook About the same as a textbook 83.5% Easier than a textbook 16.5% 3. Assess the MUDES as an alternative to dichotomous keys. More difficult to use About the same difficulty 16.5% Easier to use 67% No prior experience with dichotomous keys 16.5% 4. Assess the on line help text in the MUDES. Extremely useful 67% Somewhat useful 33% Not very useful Useless 5. Assess the on line help graphics in the MUDES. Extremely useful 83.5% Somewhat useful 16.5% Not very useful Useless 6. Assess the species specific graphics in the MUDES. Extremely useful 83.5% Somewhat useful Not very useful 16.5% Useless 7. On the back of this paper, please provide comments on aspects of the MUDES you liked and/or disliked. Critical suggestions on how the MUDES can be improved will be greatfully appreciated. Thank you for participating in this study. Appendix VI. Contract with XID Appendix VII Letter of Support by Botany Departmental Chair