FINAL REPORT
INTEGRATION OF MULTIMEDIA AND INTERNET RESOURCES 
INTO COURSES IN BIOLOGY AND CHEMISTRY

1.  Project Dates:

Project Start Date:  1 June 1995
Project End Date:    30 November 1995

2.  Key Contact Person:

Gordon Schrank, MS-228, Biological Sciences, COST
Phone:  255-3047
Fax:    255-4262
Email:  SCHRANK@tigger.stcloudstate.edu

3.  Other Participants:

Denise McGuire, MS-272, Biological Sciences, COST
Phone:  255-4975
Fax:    255-4262
Email:  MCGUIRE40@tigger.stcloudstate.edu

David DeGroote, MS-225, Biological Sciences, COST
Phone:  255-3207
Fax:    255-4262
Email:  DEGROOTE@tigger.stcloudstate.edu

Neal Voelz, MS-222, Biological Sciences, COST
Phone:  654-5427
Fax:    255-4262
Email:  NVOELZ@tigger.stcloudstate.edu

Mehroo Cooper, MS-364, Chemistry, COST
Phone:  255-2024
Fax:    255-4262
Email:  MCOOPER@tigger.stcloudstate.edu

4.  Project Summary:

	The objective of this project is to provide a 
mechanism to integrate the plethora of instructional 
aids (macroscopic and microscopic images, figures, data, 
graphs, molecular models, etc.) into laboratory and 
lecture experiences for students in biology and 
chemistry.  We currently have pieces of the technology 
and Ethernet connections that allow small groups of 
students to use some of this type of information.  In 
biology, two computers were purchased with Title III 
funds.  An individual or small groups of students can 
make use of this technology.  We have found two major 
problems with our current system.  First, the number of 
students who can participate in the use of equipment is 
limited.  Second, we have no way to integrate materials 
produced by students or faculty into the system.  Third, 
we have no way of utilizing any of this technology 
during lectures.
	This proposal will alleviate these problems by 
providing two types of equipment.  First, funds are 
requested to purchase video interface equipment to 
project computer generated images, videos, graphs, text 
and other materials.  We have two projectors available 
for use but need the computers and video converter 
system to use the projectors.  Second, equipment is 
requested for an authoring workstation (equipment and 
work area to produce multimedia materials).  Both 
students and faculty can digitize or record images, 
text, graphs and other resource materials.  This 
information can be used with existing programs such as 
HyperCard (MacIntosh computers) and ToolBox (IBM and 
IBM-clones) to make multimedia presentations.  We find 
students have a real interest in using their own 
materials to demonstrate principles and themes in 
scientific disciplines, especially materials they have 
collected themselves in the laboratory.  This ensures 
ownership and generates pride not only in understanding 
material but also assisting others to assimilate 
material through learning aids generated by students.  
Often this provides a new perspective on how to 
introduce and explain a particular topic in that we have 
noted that peer-level interactions provide an additional 
dimension to understanding in student groups.

SPECIFIC QUESTIONS RELATING TO PROJECT:

1.  How did students/faculty assess the experience?

	Students respond very favorably to the projection 
system.  All students in a class are able to see what 
appears on the computer screen.  It has been very useful 
in demonstrating Internet access, "how to" sessions and 
to provide a general overview of computer usage and 
details of specific computer programs.

	The development of multimedia materials is in 
progress.  Students in particular classes (Biology 366 - 
Light Microscopy) have made extensive use of the 
equipment.  Other students/faculty targeted for this 
equipment have not made as much use of the equipment 
largely because of the learning curve associated with 
the new equipment and software.  We have one student 
(Patty Wehlan) with extensive computer experience who is 
developing tutorials for both faculty and students.

2.  What evaluation parameters did you use and why?

	To date, where the equipment is in place, students 
have been evaluated by oral and computer exams (skills 
demonstration test - sample sheet is attached) and 
electronic portfolio development.  As more classes make 
use of the equipment, we will have a larger database for 
evaluating outcomes.  The integration of this equipment 
with other work areas in biology is discussed in the 
attached paper An Assessment of New Technologies in Biology Laboratory 
Courses and Student Research which was presented in November, 
1995, at the Technology in Education conference held in Minot, 
North Dakota.

3.  Is on-going discussion across disciplines and between 
institutions feasible or desirable?

	The Minot conference provided many contacts which 
Gordon Schrank has maintained.  The use of such 
equipment and ways to maximize its impact in courses is 
being studied.  We expect many more developments in this 
area and plan to report results at the next conference 
in Minot scheduled for November, 1996.

	We are working to establish dialog within the 
College of Science and Technology.  Gordon Schrank is 
serving as a facilitator for the Brown Hall computer 
laboratory and hopes to integrate some of the multimedia 
results into activities held in this room.  This 
continuation of the project is currently in the planning 
stages.

	The new equipment and proposed uses has spawned a 
grant proposal to the National Science Foundation.  This 
proposal, submitted in November, 1995, requests a server 
system to make teaching materials produced with the Q-7 
multimedia equipment available on campus for use in 
various computer labs and by students at home via phone 
connections.

4.  How was learning affected (method, didactic, and resources), 
in the long- and short-term.

	Since the computer resources were put into place in 
early fall, outcomes are for the short-term.  The major 
impact has been noted in Biol. 366 where the equipment 
is used extensively.  Student groups use items for 
individual laboratory exercises.  The projection system 
has been used for Biol. 201 (General Biology), Biol. 344 
(Microbiology) and Biol. 445 (Medical Microbiology).  In 
addition, demonstrations have been given in a graduate-
level course for teachers.

	We anticipate making many study items available to 
students via CD-ROM or through the network.  Classes 
such as histology, with extensive use of prepared 
microscopic slides, have need of tutorials.  Tim Schuh 
and work study students have just begun a consideration 
of integrating slides into computer tutorials.  We 
expect this project to be completed by the end of next 
summer.

5.  How were objectives of learning affected (e.g., concept 
building, abstraction)?

	We report considerable progress in the concepts 
relating to building useful electronic presentations.  
Students, in general, are most receptive to using both 
the software and hardware.  We find that they are very 
able in terms of expanding the basic uses which they are 
asked to learn.  For example, students using image 
analysis software (software used to measure and label 
components of images) found ways of exporting results 
into spreadsheets and other programs to produce graphic 
results of measurements.

6.  What are the challenges and benefits of collaborative 
efforts?

	Not surprisingly, involving everyone in the 
collaborative project is difficult.  We are trying to 
provide a bridge between faculty users through students 
who have been trained to use the equipment.  These 
students have been instrumental in developing uses of 
the programs and greatly enhanced the use by suggesting 
possible uses of data and improvements for tutorials.

RECOMMENDATIONS AND FUTURE WORK:

1.  Outline an improved design for curriculum of participating 
programs or departments.

	We have an excellent opportunity to use this 
equipment along with the Title III computer room located 
in Brown Hall.  If the server proposal is funded, all 
faculty and student tutorials will be available for 
review and use by students.  If this proposal is not 
funded, we will make more use of the CD-ROM producing 
capability of our equipment and make CDs available for 
use in the same facility.  

	We anticipate developing better study guides and 
tutorials of biologically active chemical compounds.  
This endeavor will involve faculty from both biology and 
chemistry.  Students in both programs, particularly 
biomedical science and the chem-med degree option, will 
benefit from this type of work.

2.  Comment on areas of learning that lend themselves to cross-
disciplinary endeavors.

	Tutorial development involves not only the 
knowledge-base departments but also the input of 
personnel in the Learning Resources Center and the 
College of Education.  Effective development requires 
tutorials which are clear, usable, challenging and based 
on sound pedagogy.  Input from professionals on campus 
is important in development of these tutorials.

3.  Suggest benefits of continued exchange of knowledge between 
departments/disciplines.

	We hardly need to comment on the knowledge 
explosion occurring in all disciplines.  Biochemistry, 
which can serve to link biology and chemistry, is best 
explored through the professional interaction of 
biologists and chemists.

4.  Address potential for permanent academic exchanges between 
the parties.

	Integration of biochemical concepts into tutorials 
is expected to continue.  Presentation of concepts and 
the different perspectives from biology and chemistry 
are very important.  It is clear from student assessment 
that the best prepared and most successful graduates in 
biology programs have a strong understanding ability to 
use chemical concepts.

5.  If applicable, suggest disciplines that should have been 
included but were not.

	Though we have worked with individuals in the 
Learning Resources Center, we feel their input would 
have been valuable in the early planning.  However, we 
have made contact with them regarding not only 
development of tutorials and related materials, but have 
attempted to determine how these materials might be used 
in "distant learning" initiatives which are being 
developed on our campus.

===========================================================================
===

FINAL ACCOUNTING OF EXPENDITURES AND 
JUSTIFICATION:

(10) CD-R 74-Min, 640MB	$96.90
(1) Omnipage Pro.	324.00
(2) Powerpoint	196.00
(2) Power Mac AV Card	780.00
(2) Apple Design Keyboard	144  .00
(2) Apple Multiscan 15 Display	742.00
(1) Stylewriter 1200	229.00
(12) Stylewriter ink cartridge	216.00
(4) Memory for Power Pac	1216.00
(2) Apple Design Powered Speakers	274.00
(1) Cable set for MAC SCSI devices	59.00
(2) Maclink Plus	198.00
(1) Etherlink 10BaseT card	160.00
(2) Power Mac 7100	3080.00
(2) Authorware	1740.00
(1) 2150 MB Ext. HD	953.00
(1) Mac Pinnacle CD	1528.00
(1) Apple Color One Scanner	715.00
(1) Proxima 2750 Desktop Projector	6715.00

TOTAL	$19365.90

	
	The original budget specified both IBM and 
MacIntosh computer systems along with appropriate 
software for creating multimedia presentations.  Gordon 
Schrank attended two courses using multimedia authoring 
tools for IBM-compatibles only.  This experience, along 
with the availability of the Title III computer 
laboratory in Brown Hall led participants to consider 
MAC only systems.  The software selected does have 
cross-platform capabilities.
	Specific software selected includes OmniPage for 
use with the Apple Color Scanner, PowerPoint (cross-
platform presentation software) and AuthorWare (cross-
platform multimedia authoring program).  The MacLink 
Plus is a filtering tool software package which 
facilitates importing of files into different program.  
Efforts are being directed at obtaining Adobe Photoshop 
to facilitate better handling of graphics in terms of 
making uniform sizes.  We anticipate purchase of this 
program within the next year.
	Hardware selected included two Power MacIntosh 
computers with audio-visual input cards, keyboards, 
speakers, monitors and additional memory (total memory = 
24 MB for each computer).  These two computers are used 
in specific areas.
	The first is a multimedia authoring workstation 
with a 2.15 GB hard drive, Apple Color One Scanner and 
Pinnacle read/write CD-ROM drive.  Presentations will be 
composed on the large hard drive, files optimized and 
then transferred to CD-ROM disks.  This computer also 
has the Stylewriter 1200 attached for printing.  
	The second computer is on a cart and has Ethernet 
connections and the Proxima 2750 Projector for use in 
classrooms and laboratories.  Also, graduate students 
are composing seminar presentations using PowerPoint.
	Miscellaneous items purchased include blank CD-ROM 
disks (640 MB capacity) and cables for connecting the 
various SCSI devices (scanner, high capacity drive and 
read/write CD-ROM).  Also, Gordon Schrank has purchased 
a digital camera with funds from another grant.  This 
camera will allow for input of electronic images and 
negates the need for film and film processing.
	Future grants planned include proposals for 
microscopes and digital camera systems for quick capture 
of images.  We currently have such equipment, but it is 
shared and housed throughout the biology department.  We 
feel such equipment would facilitate input of materials 
for multimedia use.
===========================================================================
===

=================================================================
	The paper which follows was published in Midcontinent Institute's 
Fourth Annual Innovations in Education Conference and Faculty Development 
Workshops held November 9-12, 1995, in Minot, North.  The Conference was 
sponsored by Minot State University.  Gordon Schrank also gave an oral 
presentation on November 12,1995, in Minot, N.D.
================================================================
=

An assessment of new technologies in biology laboratory courses 
and student research
_________________________________________________________________

GORDON SCHRANK, DENISE McGUIRE, JANET WOODARD and DAVID DeGROOTE
St. Cloud State University


	Since 1987, we have received four National Science 
Foundation (NSF) grants and one U.S. Department of 
Education Title III grant for laboratory improvement.  
The equipment includes instrumentation for analytical 
chromatography, immunology, microscopy and image 
analysis and an introductory cell biology laboratory.  
More recently we received funding from the Minnesota 
State University System (Q-7 Funding Initiative for 
increasing scientific and quantitative literacy) for an 
authoring workstation which will allow us to integrate 
student work from these various areas and make it 
available for students reports, lectures and review 
through a computer network.  This latter workstation 
will allow faculty and students to use actual data in 
seminars, recitation sections and in lecture or review 
sessions.  The impact of this technology goes far beyond 
the courses for which it was originally requested.  It 
has helped students with job skills and placement, 
preparation for graduate school and, in the various 
courses, we have seen a dramatic increase in the quality 
and complexity of analysis in student reports.  Also, we 
have noted an increased sense of ownership by students 
using this equipment.  As the computer network 
technology is put into place, we anticipate a comparable 
improvement in student oral presentations.

	St. Cloud State University has evolved from a 
normal school for teacher preparation to a comprehensive 
university with a primary focus on undergraduate 
education.  The mission of faculty within the Department 
of Biological Sciences has paralleled that of the 
university with an emphasis on preparation of 
undergraduates for jobs, graduate or professional 
school.  Also, the Department has maintained a graduate 
program for students wishing to complete a Master's 
degree.  For the past decade, efforts have been directed 
at providing state-of-the-art experiences in scientific 
techniques for both undergraduate and graduate students.  
It is obvious that external funding plays a vital role 
in helping academic departments purchase scientific 
equipment.  It is also important to provide ways to 
share information and results from the use of this 
instrumentation.  The narrative which follows discusses 
the equipment purchased through external funding and the 
most recent efforts to provide a way to electronically 
archive and use information from laboratory experiences.


DESCRIPTION OF EQUIPMENT
________________________________________________________________

Chromatography Facility

	This area consists of two high performance liquid 
chromatographs (Hewlett-Packard HP1090 and Shimadzu SCL-
6A Liquid Chromatograph) and a gas chromatography system 
(Hewlett-Packard 5890).  In general, chromatography 
deals with the separating, identifying and quantifying 
organic compounds.  In biology, these samples may be 
taken from various sources including plant and animal 
tissues and fluids as well as products produced by cells 
in culture and by microorganisms.  The quantifying and 
identification of molecules is based largely on 
comparison with known standards.  These instruments have 
three major components which are the injector area, 
separation column and detector system.  The sample is 
introduced through the injector and then components of 
the sample interact with materials in the column.  The 
construction of the column is critical to the separation 
of the various molecules.  Materials with a high 
affinity for materials in the column are retained longer 
than materials with low affinity (Moss, 1985).  The time 
that a compound remains in the column is called the 
retention time.
	As materials emerge from the column, some type of 
detector system is used to demonstrate their presence.  
Detectors include those that measure the absorption of 
ultraviolet (UV) or visible light, fluorescence activity 
of sample compounds, conductivity, amperometric 
properties or refractive index (Lindsay, 1987).  
	In gas-liquid chromatography (GLC), the sample and 
a carrier gas are injected and the sample is converted 
to a vapor state.  The volatilized components emerge 
from the column based on their affinity for the liquid-
coated inert support within.  In high performance liquid 
chromatography (HPLC), the specimen is dissolved in a 
solvent which is pumped under high pressure through the 
column.  Again interactions with components of the 
column determine when various compounds will leave the 
system.  Many different types of columns are available 
for analytical purposes.  After purchase of the primary 
instrument, different columns may be used as need for 
accurate separation and identification of columns (Moss, 
1985).  Computer components control pressure, 
temperature and other features of operation and provide 
a way to store data and print chromatograms for use in 
teaching and scientific presentations.
	Both GLC and HPLC have a wide range of applications 
in biology including identification of toxic compounds 
in environmental samples, identification and quantifying 
of materials in tissues such as hormones, analysis and 
purification of DNA components such as plasmids from 
microorganisms and many other products produced by 
living systems.
	Currently, this instrumentation is used by six 
faculty members for training in seven classes.  Four 
faculty are using the facility for research and a number 
of undergraduate and graduate students have completed 
individual work resulting in presentations and published 
papers.  Examples of uses of the facility include ion 
exchange chromatography to separate proteins, 
extrachromosomal DNA and volatile organic acids.  
Reverse phase chromatography has been used to separate 
proteins, alkaloids and naturally occurring plant growth 
regulators.  Faculty and students have found the 
instrumentation to be accurate, reproducible and 
efficient.

Fluorescent Microscopy Workstation

	Viewing biological specimens with white light can 
provide useful information regarding structure and 
organization of biological tissues and specimens.  Many 
biological specimens contain components which react to 
specific wavelengths of light.  Short wavelengths (near 
the blue end of the spectrum) will excite these 
components which then give off an emission 
(fluorescence) of longer wavelengths (near the green to 
red portion of the spectrum).  For example, different 
types of chlorophyll in plants respond to this type of 
stimulation.  In addition, many fluorescent dyes can be 
used to stain certain tissue components.  Some such as 
acridine orange, have an affinity for nucleic acids.  
Therefore, the portion of a cell which contains 
fluorescence is known to have high levels of nucleic 
acid.  Finally, certain fluorescent dyes can be linked 
to antibodies to demonstrate the presence of specific 
compounds in tissues.  
	This type of instrumentation may provide a visual 
image of the location of specific molecules in tissues 
and other specimens and can complement other studies 
such as those with HPLC which demonstrate that the 
compound is present is a particular tissue.  The 
instrumentation includes a Zeiss microscope capable of 
both transmitted fluorescence and epifluorescence 
microscopy.  The microscope is equipped with a silicon 
intensified tube (SIT) camera and VHS/SVHS video 
recording system.  The instrumentation has enhanced 
training in a number of areas.  These include courses in 
light microscopy and photomicrography, immunology, 
microbiology and electron microscopy. 
	The instrumentation has been used extensively in a 
number of areas.  First, demonstrations for visiting 
high school classes include both light and electron 
microscopy.  Tour groups are given demonstrations of a 
fluorescent-tagged antibody preparation (commercial 
slide kit for herpes diagnosis) and a fluorochrome stain 
for acid-fast bacteria (auramine-O and rhodamine stain).  
Second, the instrumentation is used for teacher training 
sessions and workshops to enable junior high, middle 
school and high school teachers to more effectively 
describe this type of instrumentation to their classes.  
Third, the instrumentation is an integral part of 
teaching laboratories for a number of our courses. 
	Specific examples in general and medical 
microbiology include autofluorescence of fungi, 
fluorochrome differential staining and fluorescent 
antibody techniques.  For our light microscopy course, 
the instrumentation is used to demonstrate infected 
plant cells, bacteria in root nodules, staining for 
lipid inclusions and lysosomal granules and trace metal 
detection in granulocytes.  For our immunology 
laboratory, students used the microscope to view 
phagocytosed yeast or bacteria and fluorescent antibody 
preparations.  
	Individual student projects using epifluorescence 
microscopy have included demonstration of bacterial 
adherence to biomaterials such as catheters and contact 
lenses. 

Image Analysis Workstation

	The primary instrumentation for this workstation 
includes the VIDAS image analysis system (Carl Zeiss, 
Inc.) and a high resolution black and white camera (Dage 
CCD 72).
	The human brain is very well suited for responding 
to visual stimuli.  We can readily distinguish fine 
detail in images presented for viewing.  However, most 
of us have some difficulty in routinely measuring 
components in images that we see.  Even when this is 
possible, it become tedious to repeat the procedure 
hundreds of time (Russ, 1990).  However, in biology, we 
often need this type of quantitative information.  
Computers can repeatedly make measurements, calculate 
and tabulate results.  Image analysis involves an 
interaction between an operator who, through a series of 
steps, tells the computer what to measure.  Once this is 
established, the computer can make these measurements on 
any number of samples.  This technique is useful with 
microscopic images as well as stored images of 
structures which are visible to the unaided eye.
	Data analysis in biology is based largely on the 
collection of images.  Examples include images produced 
from molecular analysis of vital molecules in gels and 
from cells and those seen in various types of 
microscopes.  The department has a large inventory of 
image gathering devices.  Our instrumentation was 
deficient in one major area, i.e., image analysis and 
measurement.  The acquisition of an image analysis 
system has allowed us to train students in collection, 
storage and interpretation of data acquired from 
morphological studies of cells and their structural 
components.  Additionally, students have been able to 
quantify results obtained from molecular biology 
experiments such as gel electrophoresis of cell lysates.  
Finally, with the macro lens system, students have 
viewed and quantified growth changes in small aquatic 
plants.  The instrumentation has been successfully used 
with an NSF sponsored Young Scholars program as well as 
regular undergraduate and graduate classes at our 
institution.  We feel the training has assisted with 
increasing both computer literacy and experience with 
state-of-the-art image analysis.  Because of specialized 
features such as automatic macro writing, the system is 
relatively user friendly and allows students to 
visualize computer processing mechanisms without first 
acquiring programming skills.  The flexibility of the 
system's software has allowed students to understand 
that quantifying may be approached from different 
perspectives in terms of preprocessing images.  Since 
the instrumentation can rapidly do the analysis, 
students feel free to experiment with data evaluation.

Immunology and Cell Culture Facility

	Both immunology and cell culture represent areas of 
biology that provide essential tools and techniques for 
the study of biological questions.  Immunology is the 
study of the immune system and how organisms protect 
themselves against foreign substances and abnormal cells 
within their own system.  A very important part of the 
immune response is the production of antibodies.  These 
antibodies may be used as reagents in many ways 
including demonstrating the presence of specific 
compounds in tissues.  Thus, like HPLC and specialized 
forms of microscopy, techniques using antibodies can 
help us to understand where specific compounds occur in 
organisms and how they are produced.
	Cell culture is the growth and multiplication of 
cells in an in vitro environment.  Growth of individual 
cells can often answer questions about specific products 
synthesized by an organism.  This type of culture also 
allows testing of the effect of substances on the growth 
and reproduction of cells.
	A number of items were purchased for this facility.  
Of particular note are a special incubator for cell 
growth (carbon dioxide incubator) and equipment for 
following specific types of immunological reactions.  
The latter includes a Dynatech ELISA plate washer and 
microplate reader for enzyme immunoassays.
	Enzyme immunoassays are very sensitive tests that 
allow for detection of minute quantities of materials.  
Nakamura and Tucker (1984) describe this assay as being 
sensitive due to the amplification effect of enzymes, 
relatively inexpensive with regard to reagents which 
have a reasonable shelf-life, safe with no radiation 
hazards and an assay with may be easily automated.  
These advantages are useful for student training in that 
the best alternative in terms of sensitivity involves 
the use of antibodies labelled with radioactive 
compounds.  Use of these reagents significantly increase 
costs and the handling and disposal of radiolabelled 
compounds poses special problems.
	The facility serves as a resource for classes 
involving immunological and cell culture techniques.  A 
wide variety of undergraduate student projects have made 
use of the facility.  Examples include the effect of 
bacterial toxins on cells, the growth and development of 
cells into organized units, establishment of plant cell 
culture and the effect of trace elements on plant cell 
culture.

Title III Cell Biology Laboratory

	The primary goal of this facility is to provide an 
introduction to laboratory techniques and skills used in 
all of the biological sciences and an introduction to 
data analysis.  This grant represented an enhancement to 
the existing curriculum.  The equipment purchased 
involved many standard laboratory items such as 
balances, power supplies and related materials for 
electrophoretic separation of compounds found in fluids 
such as blood and computer hardware and software for 
data analysis and presentation.

Multimedia Facility

	As mentioned, a major goal of our grant activities 
was to develop a way to share information and 
techniques.  All of the work areas described help to 
detect and at least partially quantify molecular 
components of living systems.  Output from these areas 
can be visual images, graphs, numeric data and standard 
and enhanced micrographs.  The multimedia facility 
provides a way for students and faculty to bring 
together data and images to present the information.
	Equipment purchased for this facility include two 
Power Macintosh 7100 AV computers, a color scanner, 
read/write compact disk drive, multimedia software 
(Authorware 2.2) and a high resolution projector for 
displaying computer images and slides shows.  These 
items, along with existing color cameras for microscopes 
allow for the input of images and data from laboratory 
exercises, undergraduate, graduate and faculty research.


SUMMARY

1.  External funding has allowed for the development of 
several facilities or workstations which have enhanced 
our curriculum and provided research opportunities for 
faculty and for undergraduate and graduate students.
2.  Acquiring external funding for equipment allows 
academic departments to invest their regular funding in 
upgrading existing equipment and providing supplies for 
items acquired through grant programs.
3.  Providing state-of-the-art equipment for student 
training and research consistently enhances student 
performance in terms of finding jobs and applying for 
postgraduate training.
4.  We consistently find that this equipment provides 
students with tools for investigation beyond the 
original intent of the laboratory exercises.  All of the 
computer based equipment allows students to acquire and 
analyze data and develop skills in presenting their 
findings.  This enhances their feelings of ownership and 
excitement about the work.  The addition of equipment to 
produce slide shows and various multimedia presentations 
enhances even more the enjoyment of collecting, 
analyzing and presenting data.
5.  New equipment and facilities may be a recruiting 
tool for incoming undergraduates and plays a vital role 
in ongoing teacher enhancement programs.

Notes

	The authors wish to acknowledge funding for the projects described in 
this article.  These include NSF Project 8750520 (Analytical Chromatography 
Facility), NSF Project 8852090 (Immunology/Cell Culture Facility), NSF 
Project 8950551 (Fluorescent Microscopy Workstation), NSF Project 9051304 
(Image Analysis Workstation), Q-7 Scientific and Quantitative Literacy 
Project (Multimedia Facility), and Title III Funding to State Cloud State 
University, Undergraduate Investigative Studies in the College of Science 
and Technology (Cell Biology Laboratory Development).
	Correspondence regarding this article should be addressed to Gordon 
Schrank, Department of Biological Sciences, St. Cloud State University, MS-
228, 720 4th Ave. S., St. Cloud, MN 56301-4498.  



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