8:30-9 a.m., Buses transport participants from hotels to WPI

(Note: NASTS buses will run between the Crowne Plaza and Worcester Polytechnic Institute; other hotels will provide transportation to the Crowne Plaza.)

PLENARY IV

Introduction: John Wilkes, Conference Planning Committee

Speaker: Mary McCaulley, President, Center for Applications of Psychological Type

Topic: "The Implications of Psychological Type for Education That Values Differences"

10-10:30 a.m., Exhibits/Coffee Break

10:30-11:30 a.m., Concurrent Sessions V

Don Conroy, North American Coalition on Religion and Ecology, Washington, DC 20005

Presider: Kent Rissmiller, Worcester Polytechnic Institute, Worcester, MA 01609

Energy Conservation as Technological Citizenship

Andrew D. Zimmerman, Delaware Technical and Community College, and Center for Energy and Environmental Policy, University of Delaware, Newark, DE 19711

This history of energy conservation since 1970 is evaluated as an example of technological citizenship occurring within the context of the U.S. energy system, a far-flung"empire" composed of large-scale, centralized, and highly stratified energy institutions and large-scale, interconnected, and complex apparatus. It is argued that the ability to control the terms by which conservation is practiced has been central to the ability to control the energy system itself as well as the energy future; the key energy institutions have been locked in a decades-long struggle against environmental groups for control of the"hearts and minds" of energy users. The implications of this struggle for the energy future are examined.

Home Power: Participation Before Technology Decision Making

Jesse S. Tatum, Vermont College, Port Republic, MD 20676

Now counting over 100,000 homes whose owners have implemented their own photovoltaic, wind, and microhydroelectric power systems, the home power movement in the United States is examined in an effort to extract a new model for direct public participation in science and technology decision making. The home power movement seems to confirm, among other things, Albert Wurth's suggestion that"participation" must come before"technology decision making," and the public participation in technology decision making gives an inappropriately inverted priority to"technology." Audience participation will be sought in discussion of how the lessons of home power might be extended into other areas of technology design and development.

Don Foster, Geof Lucier, Robert Penney, and Sanford Levine, Polaroid Corporation, New Bedford, MA

Presider: Scott Trees, Siena College, Albany, NY

Policies Which Force Technological Innovation: A Case Study of the California Air Resource Board's Zero-Emission Vehicle Mandate

Marni Hall, Worcester Polytechnic Institute, Worcester, MA 01609

Much controversy has surrounded California's Zero-Emission Vehicle Mandate. The success of this policy is dependent not only on innovations in electric vehicle technology but also the extent to which a self-sustained market for electric vehicles can be created. The objective of this presentation is to determine if the goals of the Zero-Emission Vehicle Mandate are likely to be met.

Would an Inherently-Safe Nuclear Reactor Design Matter to the Public?

Shawn Reed, Worcester Polytechnic Institute, Worcester, MA 01609

Students from Worcester Polytechnic Institute, Clark University, and Vassar College were asked their opinion of nuclear technology for power production -- once before and once after reading a one-page article on the topic of"inherently-safe" nuclear reactors. The author found that public opinion, among college students at least, can be influenced quite a bit with just a little information.

Herbert D. Thier, Barbara Nagle, and Marlene Thier, Lawrence Hall of Science, Berkeley, CA 94620

The collection, understanding, and use of evidence is central to all scientific endeavors. The evidence available should be used to help determine and understand the tradeoffs necessary when public policy decisions are made. SEPUP (the Science Education for Public Understanding Program) encourages this kind of thinking, and"Evidence and Tradeoffs" is one of the major variables assessed in the program. This workshop, presented by the Director and Co-Director of SEPUP and Coordinator of CHEM (Chemicals, Health, Environment and Me), will demonstrate through activities and discussion how these ideas and approaches are introduced and developed from the 4th through 6th grade in the CHEM Program and then are further developed in the SEPUP materials for the middle/junior and high school grades currently available or under development. Included will be activities participants can use in their classrooms immediately.

Presider: Christina Trees, SUNY, Cobleskill, NY

Seeds of Change: Rethinking Biological Literacy

Hector Flores, Pennsylvania State University, University Park, PA 16802

Teaching and research constitute a false dichotomy and are in fact two integral aspects of the same ideal, the quest for and dissemination of knowledge. Seeds of Change: The Uses of Plants is a new course based on the premise that botany can be taught to nonbiology majors without compromising on the basic concepts and at the same time contribute to the scholarly training of science students. The underlying strategy of understanding how the biological and chemical features of a particular plant have determined its use, mode of cultivation, and distribution is established through exercises ranging from the deconstruction of a salad to the history of major crops. The Columbian Exchange is emphasized as the most comprehensive and far-reaching example of plant-people interactions. The course has so far attracted students with majors such as anthropology, history, and biology.

"I'm Really Doing the Best I Can!" One Biology Teacher's Story

Peter Veronesi, SUNY Brockport, Brockport, NY 14420

This case study research highlights the school and personal life experienced by one ninth grade biology teacher in a large midwestern suburban high school with a diverse population. Discussion will center upon the synthesis of findings in this case as they may apply to situations faced by many science teachers.

Tans Aren't So Healthy Anymore

Jeffrey Roberts and Correna Atkins, Worcester Polytechnic Institute, Worcester, MA 01609;

Cheryl Delsigore, Tatnuck School, Worcester, MA

We are teaching a curriculum we have devised on genetics and skin cancer in Ms. Delsignore's two sixth grade classes. In one we use the S-STS curriculum format, introducing the problem of skin cancer and using the background information of genetics to explain. In the second class we use a traditional format of introducing background material before talking about skin cancer. We are using identical tests, homework, and hands-on experiments to evaluate which method is a better way of teaching, although, due to other differences, the classes themselves aren't strictly comparable.

Liat Ben-David, Miri Levinger-Dressler, and Ruth Novik, Tel-Aviv University, Ramat-Aviv, Israel

Every day we are faced with the need to make decisions which affect our health, decisions that require scientific and technological literacy. When these decisions are based on scientific and technological literacy, they become knowledge based and require the use of critical thinking, rather than being based on intuition or superstition. Research shows that when these tools are acquired at young ages the chance of their becoming an intrinsic part of the students' decision-making process and everyday behavior rises considerably. MABAT, Israel's science and technology curriculum for primary schools, seeks to achieve scientific and technological literacy for all.

Joan S. Pundt, State University of West Georgia, Dalton, GA 30720

In an attempt to provide the students in my science methods class a meaningful experience and to provide me a means of observing the students working with elementary children, I initiated Science Fun Day. In this session I will explain the general procedure for setting up Science Fun Day. Participants will experience some of the activities that turned this adventure into such a success.

John Wilkes, Worcester Polytechnic Institute, Worcester, MA 01609

Presider and Discussant: Joyce Gleason, MAST and Worcester Public Schools, Worcester, MA

Over the past several years a series of studies has been carried out on Worcester area students, mostly at the sixth grade level, to ascertain the value and appeal of Science through Science, Technology, and Society (S-STS) curriculum units created by Worcester Polytechnic Institute students. Students are typed according to the Murphy-Meisgeier Type Indicator for Children. Correlating performance of students by both Murphy-Meisgeier Type and traditional vs. S-STS curriculum allows not only an evaluation of the S-STS approach but also which types of students benefit most from it.

Pradeep Maxwell Dass, University of Iowa, Iowa City, IA 52246

As an instructional approach, STS capitalizes on real-world issues, concerns, and interests students bring to class. Using these as organizers for science instruction calls for more than simple transmission of textbook information from the teacher to students. It requires the teacher and students to collectively explore using all possible resources in and out of school. This leads to continuous learning for the teacher as much as for the students. Using the STS approach helps teachers develop a variety of professional skills otherwise ignored. The results of a study of development of these skills in a group of teachers from Collier County, FL, will be presented.

Linda Delamere and Maureen McCullough, Goddard School of Science and Technology, Worcester, MA

The Complex Instruction awareness workshop will focus on Complex Instruction as a management and teaching approach designed to address problems created by extreme diversity and heterogeneity in classrooms. Participants will engage in small-group problem solving tasks that require multiple intellectual abilities. (Continued in Concurrent Session VI)

Chairperson, Duane Morin, I.D.D. Information Services

Cautions on Integrating Science and Technology at the K-6 Level

Patrick N. Foster, University of Missouri, Columbia, MO 65211

It's possible to bite off more than we can chew when science and technology are integrated at the elementary level. Specifically, it is important to point out the differences between studying the natural and human-made worlds -- distinctions which are becoming less clear to adults and children alike. This session will focus on the results of (primarily) qualitative research in elementary school technology education. A plan for integration of science and technology, based on the presenter's research and classroom experience, will be presented.

Effects of Animated Graphics of Plate Tectonics on Students' Performance and Attitudes in Multimedia Computer-Assisted Instruction

Hyewon Kim, The University of Texas at Austin, Austin, TX 78712

Three major problems in teaching introductory geology are 1) the inability of many students to think three dimensionally about the earth and its changes, 2) the lack of interest of nonscience students, and 3) the large lecture hall settings and large number of students. Computer animation can address (1) in simulating more abstract situations, such as the theory of plate tectonics, which can be difficult to demonstrate in a normal laboratory environments. The purpose of this presentation is to examine the instructional effects of different computer models of plate tectonics on students' learning of geology concepts and attitudes toward computer assisted instruction.

Greening the Engineering Curriculum

Eric Katz, Norbert Elliot, Nancy Coppola, Burt Kimmelman, and Nancy Jackson, New Jersey Institute of Technology, Newark, NJ 07102

Under a grant from the Environmental Protection Agency, we have developed a new course and a new textbook that focuses on environmental problems from a cultural and social perspective. Our guiding rationale is that environmental practice is driven by social ideals, attitudes, and values, and that environmental problems, such as pollution prevention, cannot be analyzed solely by technological, scientific, or engineering methods.

Sandra K. Enger, University of Iowa, Iowa City, IA 52242

Concept mapping can be used for formative and summative assessment of student understanding in the STS classroom. Participants will have the opportunity to assess student concept maps for levels of student understanding.

Linda Honan, Higgins Armory Museum, Worcester, MA

"Medieval Technology: An Arms Race," an STS unit developed by Beverly Koch while a junior at WPI, attracted the interest of Higgins Armory, which was well equipped to enrich the proposed program when it was field tested in Marlene Fitzpatrick's sixth grade class at Greendale School. Greendale School, a longtime partner of both WPI and the Higgins Armory became the natural site for a redevelopment effort involving the sixth grade curriculum, in part because they were already drawing upon the collection and running field trips to the Museum. This use of community resources to enrich an STS Science-Social Studies integrated unit that does not deal with a current socio-technical policy issue is important in developing cooperation between sixth grade social studies and science teachers. This workshop will feature role playing and hands-on activities as part of a process of"touring" the museum collection as a resource for science and social studies education around an tical illusion, created from individuals' sections, portrays how humans see differently. (Continued in Concurrent Sesion VI)

Discovering Your Best Skills by Helping Students Develop Their Natural Skills

Elizabeth Murphy, The Human Connection, Keller, TX 76248

11:45 a.m.-12:45 p.m., Concurrent Sessions VI

Deva Beck, The Wellness Foundation, Washington, DC

Robinson Lilienthal, NJIT, Newark, NJ 07102

This presentation will be an analysis and critique, from an STS approach, of the"Manifesto" as well as a reply to the unabomber himself.

On Shaky Ground: A History of Earthquake Resistant Building Design Codes and Safety Standards in the U.S. in the 20th Century

Stephen H. Cutcliffe, Lehigh University, Bethlehem, PA 18015

This paper will be a work-in-progress presentation of research focused on the historical development of earthquake resistant building design codes in the 20th century U.S. Using slide illustrations, it will focus on a series of major earthquakes from San Francisco in 1906 to Northridge in 1994 for what they reveal about the inadequacies of building design and subsequent responses.

Electronic Eyes for the Allies: American and British Cooperation on Radar Research During World War II

Chris Eldridge, Lehigh University, Bethlehem, PA 18015

As World War II approached and then broke out, scientists and government officials on both sides of the Atlantic Ocean struggled to develop radar technology. As with other developing technologies, the American and British governments collaborated in their efforts to develop radar. This study will examine how the process of developing radar was influenced by the interests and goals of the American and British governments and how those interests affected their efforts to work together on radar development.

Kimberly Heath, Worcester, MA 01604

How different are the teams that contribute to new product at different points in the product development cycle? Data from a 1987-88 study on the Polaroid Helios 8x10 mechanical design team were compared to that of the 1992 Helios 14x17 mechanical design team. Further comparison with data on the transition team assembled to open the new plant which would produce the Helios imaging medium in massive quantities showed striking and instructive differences. (Session 5.2 describes the situation at Polaroid at the time of the study.)

Herbert D. Thier, Barbara Nagle, and Marlene Thier, Lawrence Hall of Science, Berkeley, CA 94620

The collection, understanding, and use of evidence is central to all scientific endeavors. The evidence available should be used to help determine and understand the tradeoffs necessary when public policy decisions are made. SEPUP (the Science Education for Public Understanding Program) encourages this kind of thinking, and"Evidence and Tradeoffs" is one of the major variables assessed in the program. This workshop, presented by the Director and Co-Director of SEPUP and Coordinator of CHEM (Chemicals, Health, Environment and Me), will demonstrate through activities and discussion how these ideas and approaches are introduced and developed from the 4th through 6th grade in the CHEM Program and then are further developed in the SEPUP materials for the middle/junior and high school grades currently available or under development. Included will be activities participants can use in their classrooms immediately.

Jenith Murphy, Technical Writer, Hudson, NH 03051

Barbara McClintock lived long enough to wait out her critics, receiving the Nobel Prize for her work on transposition in 1983. Still, she flubbed her 1951 presentation at Cold Spring Harbor, offering too much, too fast using unfamiliar terminology. As an act of persuasion, the paper was a failure. Had she presented the results in a fashion different from the way the historical process of discovery took place, more in line with prevailing ideas and practice (and been patient enough to write a series of papers a step at a time), the field could have caught up with her 15 years earlier than it did.

Presider: Arnold Pulda, Doherty High School, Worcester, MA 01605

Reactions to"Alien Biology" at Doherty High

Tyler W. Lupien, Worcester Polytechnic Institute, Worcester, MA 01609, and Diane Feuerstein, Doherty High School, Worcester, MA 01605

In order to"shake up" her complacent class, ninth grade biology teacher Diane Feuerstein presented a case, consciously modeled on the Scopes trial, for the position that humans were evolved from aliens. The preplanned and staged nature of the event permitted the installation of a pre-, mid-, and post-questionnaire and WPI student observers, presumed to be there for other reasons. The principal later intervened and removed Feuerstein for teaching"heresy," and the class held a mock trial to determine whether a teacher had the right to teach her views in the face of scientific consensus. The initial results did not support a cognitive style hypothesis about which students would ultimately support academic freedom and which would place priority on scientific consensus. Howver, as opinion shifted during the trial, it came into line with cognitive theory.

Merged Beings-the Symbiosis Debate: STS for AP BIology?

Pamela Kelly, Worcester Polytechnic Institute, Worcester, MA 01609

Getting out beyond the areas of consensus in biology using a unit from Barlow's From Gaia to Selfish Genes, an alternative text on great debates with social implications in contemporary biology by MIT Press, was greeted with ambivalence by AP students. They struggled with the material and found it confusing, pressing the instructor to add structure to the lessons. The AP track included very few of the cognitive style types of students who enjoyed the Barlow text in a freshman biology class at WPI for nonmajors. The types of students who liked the text at WPI are not considered promising material for science or engineering careers. Could this neglected talent pool master what the AP class could not? Do we now know what an AP course for this type of student would look like?

Bernice Hauser, Horace Mann School, Riverdale, NY 10471

With thanks to Elizabeth Barrett Browning for inspiring the title,"How Do I Reach You" is a series of exploratory projects that draw upon a variety of materials: children's literature, technology, history, mythology, science, mathematics, economics, the arts, history, language projects, research, and critical thinking skills. The activities enable the child to construct his/her own knowledge through the raising of questions, the experimenting with materials, the presentation of issues, the explanation process, and the documentation of his/her discoveries which take various shapes and forms.

Greg Doerschler and John Wilkes, Worcester Polytechnic Institute, Worcester, MA 01609;

Romeo Marquis, Algonquin Regional High School, and James Caradonio, Worcester Public Schools, Worcester, MA

Presider: Mary McCaulley, Center for Applications of Psychological Type, Gainesville, FL 32609

The STS Project Off Campus

Carla Guenther and Heather Miller, Worcester Polytechnic Institute, Worcester, MA 01609

Betsy Ann Balzano, SUNY Brockport, Brockport, NY 14420

This presentation will discuss the impact of the Collaborative Internship Masters Program (CIMP), which focuses on teacher development as central to young students' achievement and access to higher level learning in science, math, and technology. CIMP is planned in collaboration with college personnel, teachers, and district and building administrators to improve the preparation, induction, and ongoing development of elementary teachers. Newly-certified elementary teachers participate in an integrated internship in a State Systemic Initiative (SSI) school and in specifically designed courses and professional development experiences in science, math, and technology instruction that are inquiry-based and reflect the best available theory and practice. Participants will learn how CIMP helps elementary students gain a solid foundation in science, math, and technology before leaving elementary schools.

Linda Delamere and Maureen McCullough, Goddard School of Science and Technology, Worcester, MA

Continuation of Session 5.91.

John Schellenberg, Joseph Elias, and Kelley Neyhart, Kutztown University, Kutztown, PA 19530

The Pennsylvania State System of Higher Education (fourteen member universities) funded a Science, Technology and Society curriculum innovation initiative. Each year faculty from Colleges of Education and Liberal Arts and Sciences meet at a symposium to hear presentations and have conversation on STS programs and projects at their campus. The initiative is intended to foster collaboration among member universities, cross-discipline courses for college students, teacher preparation (both inservice and preservice), and promote STS activities with local school districts. The panel will provide illustrative examples of the work done by member universities.

Thomas G. O'Brien and Carole A. O'Brien, Nassau Community College, Garden City, NY 11530

To be successful, active learning requires full student participation. This means students need more classroom structure and models if they are expected to be successful in this classroom learning environment. The presenters have developed a booklet called"Survival Kit" (a classroom operating manual); what every student needs to know. This survival kit has also been modified and is used at the junior and senior high grade levels.

Leapfrogging Centuries: A Museum's Evolution Using Information Technologies

Dolores Root, New England Science Center, Worcester, MA

Point of View

Marjorie Farr and Janet Ginkus Allen, PEAK Program, Worcester Public Schools, Worcester, MA

1-2:15 p.m., Assembly Luncheon Meetings (hot buffet) Morgan Hall Cafeteria

Eric Katz, New Jersey Institute of Technology, Newark, NJ 07102 and

Roger Gottlieb, Worcester Polytechnic Institute, Worcester, MA 01609

Short philosophy papers that focus on the authors' recent research into the philosophical, ethical, and social context of mass destruction are the starting point of discussion of a comparison between the process of genocide, as represented by the Nazi Holocaust of European Jewry, and the process of ecocide, as represented by the contemporary destruction of habitats and ecosystems, environmental degradation, and the ongoing extinction of natural species.

Presider: Scott Trees, Siena College, Albany, NY

How College Environment Affects Students

Ben Aldrich, Tracey Cronin, and Christopher McNamara, Worcester Polytechnic Institute, Worcester, MA 01609

How Close is Too Close? Professional Socialization of Engineers in Terms of Tolerance for Cultural Diversity

John Taoultsides, John Wilkes, and Blong Yang, Worcester Polytechnic Institute, Worcester, MA 01609

James R. Fleming, Simone L. Kaplan, and Steven M. DiLella, Colby College, Waterville, ME 04901

Gerald Gordon and Guido Sandhri, Boston University, Boston, MA 02215; and John Bush and Polly Rizova, Gillette Corp., Boston, MA 02199

Rustum Roy, Pennsylvania State University, University Park, PA 16802

The asymptote being reached by scientific advances has been known to analysts for 15-20 years. Only in 1996, with four major books making the case to the public, has the issue gained the attention of scientists and science teachers. How should this radical possibility and viewpoint be brought home to science teachers? What strategies are needed to incorporate such ideas in their teaching?

Carol Wilson, Wilson Educational Services, Inc., Wallingford, CT 06492

Energy management is an ideal focus for STS education. It is interdisciplinary, deals with real-life problems, teaches and enhances important academic skills and saves real energy and real money. Best of all, it gives students a way to change the future.

Michael J. Passow, White Plains Middle School, White Plains, NY 10605

Sea surface heights measured by satellites show that sea level is far from level. In this American Meteorological Society"Maury Project" module workshop, participants will learn more about how satellite meteorology reveals much about remote areas of our planet, including ocean bottom topography. The hands-on activity is classroom-ready and can be included in a variety of themes in science.

Larry Weathers, Bromfield School, Harvard, MA 01451

STELLA, a simulation modeling program, allows students to interact with a hypothetical STS situation and gain insight into how a scenario"might have been different" if relevant factors had been changed earlier.

Phillip G. Sokolove and Susan M. Blunck, University of Maryland Baltimore County, Baltimore, MD 21228

What can be done in an introductory university biology course to move students from their typical passive learning mode to a more active and involved one? Science educators and biologists are working together on this question at the University of Maryland Baltimore County. Techniques for helping students become active learners in large introductory courses will be discussed during this workshop. Classroom video vignettes will be used to help bring the teaching techniques to life. Questions related to restructuring undergraduate science experiences will be explored. Action research results from a comparison study will serve as the framework for interaction and discussion.

Marion Guerra, Goddard School of Science and Technology, Worcester, MA

This workshop will focus on the integration of mapping and computer skills while exploring issues in urban ecology. There will be a mix of hands-on activities and discussion surrounding this project as it pertains to the Main South Worcester area as a research area for elementary students.

Leslie Valentine, et al., Worcester Polytechnic Institute, Worcester, MA 01609

Presider: Mary McCaulley, Center for the Applications of Psychological Type, Gainesville, FL 32609

Progress Toward a Children's Version of the MBTI: the Murphy-Meisgeier type Indicator for Children

Elizabeth Murphy, the Human Connection, Keller, TX 76248-5239

Cross Checking the MBTI and MMTIC on a Ninth Grade Sample of Verified Type

Mary Pillion and Kimberly Olsen, Worcester Polytechnic Institute

Presider: Duane Morin, IDD Information Services

Is Information Literacy More Important Than Computer Literacy?

Jonathan LeBlanc, Jason Horman, Andrew Toppan, and Edward Gaboriault, Worcester Polytechnic Institute, Worcester, MA 01609

Although the Internet and other new technologies are now arriving in the schools, there is not a coherent plan to employ these tools in the classroom. This presentation describes progress toward implementing a curriculum in information literacy. Starting in the fourth grade, this curriculum will show students and teachers how to use the Internet as a research tool to supplement conventional library resources and tie in both stastistics and analytic skills from the social and physical sciences.

What Fourth Graders Should Know About Computers and E-mail: An Eighth Grade Perspective

Geoffrey Elliott, Eric Malinovski, and Harold Booth, Worcester Polytechnic Institute, Worcester, MA 01609; and eighth grade students from Forest Grove Middle School, Worcester, MA

Peter Veronesi, SUNY Brockport, Brockport, NY 14420, and

John W. Tillotson, Syracuse University, Syracuse, NY 13244

This presentation will begin with a hands-on model of science teaching as indicated by the 1996 National Science Education Standards, brings to light salient features related to Science, Technology, and Society, and closes with a brainstorming for practical links to the contemporary science classroom.

What Do You Think?

David Kumar and Penelope Fritzer, Florida Atlantic University, Davie, FL 33314

Assessment is a key issue in U.S. education reform, and the hands-on participatory nature of STS instruction and its associated problem solving and critical thinking skills often do not lend themselves to traditional testing practices such as true-false or multiple choice tests. Thus teachers are faced with the dilemma of how to assess student performance in STS lessons meaningfully. In this context, assessment must allow room for students to display higher order thinking reflecting their knowledge and understanding of complex STS issues without the constraints of standardized examinations. Essay questions are ideal for these kinds of assessment tasks, but teachers are often reluctant to use essay assessment because of the perception that it is both subjective and time consuming. It is, in fact, objective and convenient when done with a carefully constructed rubric. This paper will present principles of creating valid rubrics and guidelines for evaluation in STS summer workshops in Reno (University of Nevada) and Las Vegas (UNLV) and one day folow-up fall workshops for teachers to study STS issues in Nevada as they relate to K-12 science teaching. So far, over 300 teachers have taken part, approximately 20 at each site, spending half their time in the field and the other half in class. The topics covered this past summer were"Biodiversity and Nevada Mountains" in Reno and"Toward an Understanding of Global Interconnectedness" (an interdisciplinary study of the environmental impact of development including coastal California) in Las Vegas. Slides from the field activities will be shown, and two STS activities developed at the past summer's workshops will be presented and distributed.

3:30-4 p.m., Exhibits/Coffee Break

Introduction: Nancy Van Vranken, Conference Planning Committee

5 p.m., Buses transport participants from WPI to hotels

(Note: NASTS buses will run between Worcester Polytechnic Institute and the Crowne Plaza. Other hotels will provide transportation from the Crowne Plaza.)

6 p.m., Board buses from Crowne Plaza for evening dinner and field trip at Higgins Armory Museum

There is a separate charge of $30 for the dinner or $10 to view the Higgins Armory collection without dinner. Tickets are available at the registration table. The Armory is reserved exclusively for STS-12 participants for three hours, during which there will be entertainment (minstrels and demonstrations) and an authentic Medieval Manor Style meal, as well as an opportunity to view the Higgins collection. Only 125 people can be accommodated. A member of NASTS will be knighted for service to the Association.