The book has many activities that can be used for class building and team building, such as the well-know "Find Someone Who" adapted to the outdoors, e.g., find someone who has gotten lost outdoors; can recite a poem, song, or quotation about nature; has written a letter to a government official about an environmental issue. The author talks a lot about enthusiasm and you can really see it in the writing. The activities are described in sufficient detail and samples are often provided.

Cornell provides a four-stage framework for categorizing and sequencing activities:

• Stage 1 - Awaken Enthusiasm
• Stage 2 - Focus attention
  
• Stage 3 - Direct Experience
  

• Stage 4 - Share Experience

Each activity is labeled according to its stage, the appropriate time and place for conducting it, and the age level of participants. All of the activities are either designed for groups or can be easily adapted for groups.

New Journal Welcomes Submissions

The Journal of Cooperation & Collaboration in College Teaching is published quarterly to exchange both practical and theoretical information regarding the planning, design, implementation, and assessment of practices and programs that enhance college teaching and learning through cooperation and collaboration. The Journal therefore publishes researched articles and descriptions of exemplary practice related to improved college teaching, technology, development and assessment. Although oriented primarily to the
interests of the practitioner, the Journal invites theoretical think pieces and readable summaries of research that have practical implications for faculty in colleges and universities. The Journal is also interested in publishing information about resource development and personnel practices that facilitate and support better teaching through cooperation and collaboration.

Specific topics or issues the editorial board seeks to address in the Journal include: cooperation and collaboration in the classroom; accountability, assessment and accreditation; collaborative technologies, including distance-learning initiatives; peer review; integration of adjunct faculty into our institutions; diversity initiatives; linkages with K-12, corporations, disciplinary associations, and various constituencies in higher education, including community colleges and proprietary schools; team teaching; and, integration of graduate students (particularly TAs, GTAs, and GSIs) into full-fledged members of the academic community.

For more information visit our web site at: http://webphysics.iupui.edu/jitt.html