Information Technologies (IT) for the Enhancement of Undergraduate Science Education: IT or not IT, that is the Question.

Abstract Links I. What is a Paradigm? II. The Wilderness Years: 1981-1990 III. The Realization Years: 1990-1993 IV. The Experimentation Years: 1993-1995 V. The ImplementationYears: 1995-1997 VI. What has worked VII. Continuing obstacles VIII. Vision of the Future IX. A Vision to Give All Forms of Spectroscopy "the Same Look" by the Use of IT Adv Org Chem Lab -- Ease of Use --Educational Value  X. An IT Vision: Merging of instuction and research through IT and discovery based learning. ESR Module Acknowledgements

VII. Continuing obstacles   "The knowledge that really counts is what you learn after you think you know it all!"   A. Mechanical 1. Large classes (cooperative learning difficult) 2. The exams and grading system for large classes 3. The lock of textbooks on the contents of the curriculum B. Students and faculty attitudes about learning 1. Separation of teaching and learning processes 2. Conflicts between research and teaching 3. Integrating different disciplines 4. Non-science preprofessionals 5. Cultural bias against group grading and learning C. Need for continuous serious systematic evaluation D. Inherent complications in using IT