Well I must admit my hands are tired of typing. I used technology in general chemistry to present PowerPoint® lectures. This took about 1/3 of each class time. I used CD animations from the JCE (Journal of Chemical Education) CD's I purchased. I used WebCT to post student grades for the entire semester for all sections of the course. Students did electronic homework with the ChemSkill Builder® software. That was very successful to promote learning and compliance with homework. The students used Excel® in lab and my colleague wrote an Excel® work book that our students use. We use automated data acquisition in the general chemistry laboratory for 5 experiments out of 12 for each semester. Students have a CD with their textbook for study and review and simulations.

In physical chemistry the students use Mathcad® symbolic equation software to do homework and all lab reports. We do some work with Mathcad live in class. Students have access to the Mathcad® library of programs that I maintain as a service to the chemistry community. We use email and Discuss to involve students in collaborative projects with students on distant campuses. We use the automated data acquisition devices in p-chem lab too.

I use graphing calculators in all my classes. I am beginning to use PowerPoint® presentations in my statistics classes. I use Maple® and the TI-89 in my calculus classes. I am currently using the ALEKS tutorial software in my intermediate algebra course to fill in the gaps in my students understanding of fundamental ideas of algebra. I have co-authored a textbook that requires the TI-89 on essentially every page. I am a co-author of the ODE Architect, an award winning numerical ODE solver with multimedia tutorials and projects on modeling the real world.

Web pages, tutorial software, spreadsheet data analysis, professional presentations, data acquisitions in laboratory experiments, lab reports.