Edward VanBlargan and Angela Cristini
ABSTRACT: This paper discusses how GIS is utilized in several programs designed to improve education at the pre-college and college level. ArcView is utilized as a key technology in three recent programs implemented through Ramapo College of New Jersey and involving several colleges and multiple school districts. The program goals are to help elementary students learn about science using novel technology, enhance the professional growth of K-12 teachers, and infuse GIS in various college curriculums. The approaches and obstacles are discussed for bringing the world into the classroom using GIS and how it enhances the education experience.
Much attention has been given in recent years to putting Geographic Information Systems (GIS) into classrooms. GIS is used as a key technology to engage students in various disciplines including science and technology (McWilliams and Rooney, 1997). This paper describes three programs which utilize GIS and which have been implemented at Ramapo College of New Jersey (NJ). These programs involve several other colleges and numerous school districts resulting in GIS being used in many schools in New Jersey, New York City and New York State (NY). The programs involve training for teachers and college faculty, use of GIS in elementary schools, and infusion of GIS across college curriculums.
One of these programs entitled Revitalizing Science Teaching using Remote Sensing Technology (RST)2 stands as proof of how teachers and students can be transformed by using technology in an experientially driven classroom environment. Large disparities in science proficiency are reported among racial groups and between socioeconomic background, as well as between urban, suburban, and rural schools. To reverse this pattern is the paramount challenge confronting contemporary education and is one reason that (RST)2 was formed. The program is presently funded at Ramapo College by the National Science Foundation (NSF) (1994-1999) and by the New Jersey Department of Education (NJDOE) (1996-1999). In awarding the grant, the NJDOE chose Ramapo as one of three Eisenhower Institutes for Teacher Enhancement in the State. In 1997 Governor Whitman chose the (RST)2 Program to feature in her State of the State Message as an example of "exactly the kind if program that can help students gain the high level skills they need to succeed".
(RST)2 uses summer institutes including one for Watershed and one for Meteorology. Over 500 teachers were trained from 1994 -1999 in the summer institutes which are targeted for grades 3-12. Presently over 15,000 students from elementary and middle schools are actively involved using technology in meaningful scientific inquiries that are an integral part of daily classroom activities. Students learn to solve problems with GIS by using the ArcView software.
Students in the (RST)2 program:
After the success encountered with (RST)2, two other programs were started which use GIS:
Infusing GIS across the college curriculum.
The topics covered in the paper are:
Descriptions are given for each of the programs, however, most of the discussion is for (RST)2 since it has been in place longer. The (RST)2 discussion focuses on the watershed institute since it makes heavy use of GIS. The technology used in the program encompasses GIS software as well as satellite images and the Internet. The entire (RST)2 program is explained in order to understand how GIS fits into it. More information can be obtained online at www.rst2.edu.
The (RST)2 program has a science and mathematics curriculum design that focuses on: question formulation, data gathering, measurement, data analysis, conclusions, predictions, outcomes, assessment, and possible new paths of inquiry. Teachers act as facilitators for groups of students using the same technology and course of inquiry that scientists use. The success of the program is related to several features of its design which provide:
In addition to Ramapo College, the program involves multiple colleges and school districts. The colleges involved are Middlesex County Community College of NJ, Ulster County Community College of NY, and the State University of New York. There are 90 school districts committed to (RST)2.
Reforms in education have been suggested for some time (National Commission on Excellence in Education, 1983) and curriculum content and standards have been developed for various areas (Downs, 1995; Goodchild and Kemp, 1990;National Council for the Social Studies, 1994). The school districts in (RST)2 have needs aligned with State standards and development plans that all:
The development plans all address the need to assist teachers in preparing students to meet performance standards such as:
The (RST)2 program directly addresses all of these needs by using environmental science as a focus to stress: physical science and mathematics; their integration into other core areas; and the use of technology as important underpinnings necessary to understand how our planet functions. The projects incorporate the use of primary data from remote sensing satellites, state of the art GIS software, exemplary curricula, cutting edge technology, and research in science education. It engages under-represented groups i.e. minorities, females, and learning disabled, in real world scientific activities.
The (RST)2 program is addresses a highly variant student population from urban, suburban and rural school districts (e.g., Paterson, Ridgewood, Newark, Jersey City, Byram). The socioeconomic backgrounds of the families range from below the poverty level to upper middle class. Three of the largest "special needs" districts in New Jersey (Newark, Paterson, and Jersey City) have chosen (RST)2 as the common science curriculum for collaborative projects between their students. The program serves as a bridge for communication among teachers and students from these diverse backgrounds because it offers an opportunity to extend cooperative learning beyond a site-specific location.
The summer institutes utilize multiple staff from both the colleges and the school districts. The teachers attending the institutes receive significant "hands on" training with help from the varied staff. When presentation are given by an instructor there are several other instructors moving around the room assisting people. As a result, the training is individualized and most participants gain valuable knowledge of GIS and remote sensing. They are also given GIS data sets to use at their schools.
Although the institutes are considered highly successful, several obstacles have been observed. For some it is difficult to find the extra time that often needs to be spent working with GIS throughout the year to be skilled with it. Computer hardware may be inadequate at the home schools. The most common problem is severely limited disk space and sometimes insufficient memory. The large data sets typical of GIS can be stored on a CD or network server, but these are usually "read-only". Thus, some machines may not have the disk space needed to perform temporary operations or save themes. One solution is to use a removable media (e.g., a zip disk).
The Watershed project is transforming science education in grades 6-9 by creating a seamless blending of science, mathematics and technology. The focus is long term studies on watersheds that requires linkages between: (1) remotely sensed images; (2) student-collected environmental data; (3) historical data sets. The linkages are integrated using GIS which allows students to interact with the data for problem-solving and prediction. Teachers and students engaged in this project utilize GIS software systems that are used by environmental scientists, planners, and governments throughout the world. The satellite images are examined using DIMPLE which is a raster based image processing software system which presently is in use in many nations including Nepal, Brazil, Indonesia, and Australia. The GIS software used by the participants is ArcView which is an extremely popular vector based GIS system used worldwide.
The quality of life on this planet is inextricably linked to the quality of the environment. The point of linkage upon which this project focuses is the watershed where students live. Not everyone lives near a pond or a stream, but everyone in the world lives in a watershed and everyone depends on the surface or ground water in a watershed for drinking water. Therefore, maintaining an adequate supply of pure water is one of the most important quality of life issues. In addition to humans, other animal and plant life depend on the watershed for water and its ecosystems as a place to live. The forests, meadows, rivers, streams, ponds, lakes, and wetlands in a watershed serve as important wildlife habitats, recreational resources, and water supplies for agricultural production. Rivers drain water from watersheds into the most productive ecosystems of the oceans, the coastal areas and estuaries. The quality of water has a profound effect on the quality of life for all downstream, including ocean life and those that depend on it.
The examination of one of these points of linkage in any locality provides a very powerful opportunity to educate children in science, mathematics, and the use of technology. Studies centering on the examination of issues in the students' "backyards" also allow for field sampling opportunities and equally contribute to the pride of ownership of the data. Working on studies addressing real problems and issues requires using the same mode of inquiry that scientists use. This forms the key element in forging the new relationship between teacher and learner. The teacher serves as mentor in ensuring: the use of accurate and relevant background materials; the collection and analysis of data; the use of appropriate technology; the formation of conclusions and/or predictions; and the identification of solutions or actions to be taken. An integrated approach to study such a linkage point, utilizing real-time data that focuses on relevant environmental problems/issues and entails active participation in addressing the solution, will produce environmentally and technologically literate students. These students, then, will be better prepared to "think globally" using the framework of their local environmental concerns and be committed to maintain environmental quality. Technology is being used more frequently to understand science concepts (Slater, 1998) and using a watershed as a framework to utilize GIS for education has been adopted in several other programs in the U.S. (Friebertshauser, 1997; Lyon, 1999).
The Passaic, Hackensack, Raritan, and Catskill (Esopus) Watersheds are the focus of the (RST)2 project thus far. This is a varied area which includes the cities of Paterson, Newark and, Jersey City; as well as suburban and rural counties. As shown in Figure 1, these areas encompass sections of northern and central New Jersey and lower New York State, and these watersheds provide drinking water for a large portion of the population there. Ironically, their waterways also receive that populations' sewage waste water and the runoff from the myriad of non-point sources of pollution resulting from society's activities.
Figure 1. Locations map of the watershed used in (RST)2
The introduction to the watershed takes place using a combination of materials prepared by (RST)2. These materials center around the three-dimensional presentation of Landsat and SPOT satellite imagery of the watersheds from various years. Students use image processing software to make false color displays and classify features in order to study vegetation, urbanization, development, and land use. They also examine how use of the watershed has changed through time with particular reference to human presence and water resources.
ArcView is used to view and highlight a wide variety of geographical data sets. In the process of learning about the watershed, the use of the technology provides a tool for learning about satellites, the use of the electro-magnetic spectrum in collection of remotely sensed data, mapping, and geographic visualization. Interpretation of the images and mapping requires mathematics content (pixels, ratios, areas, estimation, scale, projections, graphing, etc.). In addition to using GIS, students collect data by collecting water samples and from Internet data bases of on going studies from state and federal environmental agencies. This data, along with conclusions of their study, are then shared data with other (RST)2 schools and the science/environmental community using the Internet.
After the success of (RST)2, the MSET program was started in 1997 and involves Ramapo College and Middlesex County Community College. The goal is to enhance proficiency of teachers (K-12) in math, science, and technology. An M.S. degree is awarded after completing 34 graduate credits and a Masters project. GIS instruction is given in three courses in the program accounting for 12 credits. GIS is utilized in courses in Visualization Tools; Watershed; and Data Analysis Tools.
In 1998, a new program was started at Ramapo College with the goal of infusing GIS across the college curriculum. Although GIS by itself is offered as an undergraduate course, the approach of this program is to train faculty in GIS in order for them to utilize it in their own courses. This was envisioned as a mechanism for undergraduate students to make inquiries and solve projects in new ways using GIS as one of their many resources.
In order to accomplish this, GIS training using ArcView was given to 15 faculty and staff which totaled 20 hours over a five week period in Fall 1998. Those receiving training are then required to utilize GIS in their courses or work. Additionally, a shorter three week GIS training was offered in Spring of 1999, but with no requirement to use it in courses. Similar training sessions are planned for the future.
The training was given to a wide range of disciplines including environmental science, environmental studies, biology, history, psychology, sociology, anthropology, the library, law enforcement, and college administration. A new pc-based GIS computer lab was funded and installed which served as an area for training and for courses wanting to use GIS.
The GIS across the curriculum initiative has just started and will continue to grow in the future. It is expected to be quite valuable as the faculty incorporate GIS into their courses. Several obstacles became evident in the initial stages. First is the question of how much training is required (i.e., how much time must be spent) for faculty to become proficient enough not just to use GIS but be able to teach it as part of their course. It is felt that some of this concern will dissipate as time goes on and people use the software. A more difficult issue was acquiring data sets specific to the various courses taught. As mentioned above, all participants in (RST)2 use the same data sets which are oriented toward environmental, infrastructure, and demographic features. These data are also useful for undergraduate courses, especially in environmental programs, however other data sets are needed to make GIS useful in the various other curriculums. For example, some faculty are interested in features for ancient civilizations or the U.S. Civil War. Such data sets may exist but are not easily obtained through the normal data searching channels.
The data used in (RST)2 with ArcView were obtained from the New Jersey Department of Environmental Protection and include watershed characteristics such as stream networks, wetlands, land use, soils, elevations, and geology. They also include many human engineered features such as road networks, political boundaries, contaminated sites, schools, parks, airports, and many other features. The data includes ArcView shape files, ArcInfo coverages, and images from aerial photographs.
The data sets used and the type of theme structure are listed in Table 1. Some themes represent similar data in different ways. For example, one can view lakes as polygons or use the dams theme which are points for the lake outflow location.
Table 1. List of themes used in the Watershed project
| Theme description | Theme type |
| Watershed boundaries | polygon |
| Main stem of the river | line |
| Streams (including all tributaries) | line |
| Lakes | polygon |
| Dams | point |
| Fresh water wetlands | polygon |
| Land use | polygon |
| Geology | polygon |
| Soils | polygon |
| Elevation contours at 20' intervals | line |
| Federal and State open space | polygon |
| Surface water discharge | point |
| Ground water discharge | point |
| Roads | line |
| National historic sites | point |
| Place names (airports, parks, towns, etc) | point |
| (RST)2 schools | point |
| All schools | point |
| Municipalities | polygon |
| Counties | polygon |
| Solid waste landfills | point |
| Known contaminated sites | point |
| Toxic release inventory sites | point |
The following four figures illustrate some of the data sets that students work with.
Figure 2 shows most of the land use in the Passaic basin is urban or forest. The eastern
part of the area is heavily developed but the western part has many forests. This is
because the western area has an abrupt rise of mountains along the Ramapo fault and is
further from the New York City area. The urban area is relatively flat, with some
exceptions such as the cliffs along the Hudson river. This abrupt change in landforms is
also evident from the contours shown later in the paper. The wetlands shown are from the
National Wetland Inventory maps and show there are some large, significant wetlands
including the Hackensack Meadowlands. Not shown here are the many small wetland locations
in these watersheds, but those small wetlands are available to students in another data
set not shown here.
Figure 2. Land use data for the Passaic watershed.
The hydrologic network shown in Figure 3 illustrates the dendritic stream network typical of watersheds in the northeast. There are also a number of lakes in the northern part of the basin due to glaciers which extended there. The main stem of the Passaic has a flat floodplain with some large and significant wetlands located there. The main stem of the Hackensack actually parallels the Hudson River(on the east side) due to an abrupt cliff formation along the Hudson called the Palisades which prevents connections between the two rivers.
Figure 3. Hydrologic network of lakes and streams in the Passaic and Hackensack
watersheds.
The view in Figure 4 shows there are numerous schools in this region which is heavily developed. The contours illustrate the topographic relief in the basin which ranges from near sea level to 1500 feet. The dense contours show the mountainous areas in the northwest and the narrow "Palisades" cliff on the east which have a very abrupt rise of 500 feet along the Hudson River.
Figure 4. Schools and elevation contours in the Passaic and Hackensack watersheds.
The idea of "backyard" detail is shown in Figure 5 where students can see streets, schools, and other features in their immediate local area. This view shows one of the first tools learned which is to point and click to identify a feature which in this case is a school. There are numerous contaminated sites in this region which has many industrial facilities. One of the interesting exercises is for students to examine how many contaminated sites are within a nearby radius of their school or town. Another common scenario which pulls in multiple data sets is for students to find a nice picnic spot near their school which is also close to water and trees.
Figure 5. Schools, contaminated sites, roads, and town names for a small area of Northern New Jersey in Bergen County.
The (RST)2 program uses problem solving exercises which involve use of technology,
field visits, analysis, and presentation or results. Teachers in the program are given
projects to prepare scenarios for their students. One of these scenarios is presented
below.
Yankee Stadium Scenario: Mr Rich Sciora presented the following problem to his sixth grade class at Grant elementary school in Ridgefield Park, NJ. As a member of the Technical Environmental Conditions and Hydrology Specialists (TECHS), New Jersey's top GIS team, you must help local governments make decisions about counties and towns in various watersheds. One morning the Governor informs the TECHS the New York Yankees are very interested in moving to New Jersey. Further, the TECHS must prepare a report suggesting possible locations for the new stadium near the Meadowlands. They must consider various characteristics including important wetlands, a myriad of contaminated sites, highway access, and mass transportation.
As shown in the following figures prepared by the students, the TECHS use satellite images and ArcView to prepare their findings. The image in Figure 6 is used by TECHS to identify the Meadowlands, vegetation, and other features.
Figure 6. A true color display prepared by the TECHS using 3 bands from a Landsat image.
Then, the TECHS use image processing software to prepare a false color image, shown in Figure 7, to highlight areas of vegetation.
Figure 7. False color image prepared by the students.
As shown in Figure 8, ArcView is then used to map and study the rivers, streams, contaminated sites, and major roads in the Meadowlands. Students use spatial queries and measurements to do their analysis.
Figure 8. ArcView display used to prepare the report.
The final display shown in Figure 9, shows three potential sites overlaid on an aerial photograph which the students use in their final report and presentation.
Figure 9. Overlay of potential sites with an aerial photograph overlay.
In another example from 1998, students and parents are randomly assigned to groups and presented a real life scenario. The scenario focused on the problems associated with the arrival of a hurricane in the NY/NJ metropolitan area. The grant staff prepare a rubric to assess the degree to which the problems presented in the scenario are addressed. All groups possessed clear understanding of how potential flooding affects the watershed; evacuation routes using the GIS software were plotted; and potential after-effects on the environment were deliberated. Students assumed leadership roles and helped the adults to understand the maps and satellite images.
The (RST)2 Program has been funded by the National Science Foundation and by the Eisenhower Program for Professional Development. The grant staff have collected evaluative material since 1994. The following discussion is a brief highlight of some of the results.
TEACHER OUTCOMES: Teachers display competence in using the technology associated with GIS, remote sensing and the Internet; have increased knowledge of environmental science, meteorology and global processes; and have produced activities incorporating science, mathematics, technology and co-operative learning.
Examination of data from the questionnaires, observation forms, proficiencies, and inventories used to assess teacher outcomes strongly indicate that criteria for determining successful completion of the outcomes are being met. The results of the evaluation of the Summer Institute by the teachers from 1994 -1998 indicate that they have greater background knowledge of Earth's environmental systems, GIS, satellite systems, and global communication networks. In addition, the before and after inventories show dramatic changes in the self assessment of knowledge and experience. Before the Institute less than 10% of the teachers said they were knowledgeable or experienced about satellite images and GIS; after the Institute that had increased to more than 90% rating themselves as knowledgeable about them. Before the Institute only 10% of the teachers said they were knowledgeable about an important global occurrence (El-Nino); after the Institute that had increased to over 96% being knowledgeable. For very knowledgeable or knowledgeable with the computer, ratings went from 45% before to 84% after.
The classroom observations indicate that teachers are spending an average of 76% of
their time during an (RST)2 lesson interacting with student groups and 6% lecturing. This
represents a significant shift away from traditional science teaching toward the
inquiry-based, cooperative methods of the project.
STUDENT OUTCOMES - Students use the technology (GIS, remote sensing and Internet) to learn the content; become actively engaged in co-operative learning activities; and become more interested in science and technology.
Data from classroom questionnaires and observations by the grant staff to evaluate student outcomes indicate that an overwhelming majority (>85%) of the students in (RST)2 classes are working in groups to develop questions and pursue answers in a scientific inquiry mode; and that they can utilize the appropriate technology as part of the inquiry. All teachers (100%) either strongly agreed (88-92%) or agreed (8-12%) that the (RST)2 project has increased student knowledge and awareness in science and technology. Classroom evaluations indicate that the students always work in groups and divide their time almost equally between talking to the class/each other (22%); talking to the teacher (18%); and helping each other (20%). Members of the student groups spend the remaining time (40%) working at the computer with the technology. Evaluative data indicate that the problem solving, group learning approach is the main mechanism for student learning and that the students are utilizing the technology to obtain the real-time data in their inquiry.
In addition to using the curriculum materials, all teachers reported the development of pre/after-school daily activities centered around: collection of meteorological data at the school; collection of environmental data from the watershed; accessing and interpreting real-time satellite images from space and weather maps from the Internet; entering the local data and conditions into the (RST)2 web site. The project staff observed pre-school daily activities in (RST)2 schools; in all cases student motivation was evident from the enthusiasm and intensity with which they performed the various tasks. For example, student weather groups (4-6 children/group) demonstrated independence and self direction in performing the necessary measurements and activities; a true sense of pride in what they were accomplishing was apparent. The students commented on how much more interesting it was to study the weather when the information was real, visual, and the same as that used by actual meteorologists. In addition, they expressed excitement that they were responsible for data that others on the Internet could use. These activities were not restricted to the science curriculum; rather, they were an integral part of the daily activities of children throughout the entire school year.
SCHOOL ADMINISTRATOr/pARENTAL/COMMUNITY involvement and outcomes: Grant staff have collected data from observations; interviews; written questionnaires; and artifacts (newspaper articles, correspondence, student products, radio and TV segments). The Program has been featured in Governor Whitman's 1997 State of the State Address, and students in the program were chosen to make presentations to the NJ State Board of Education and the Business Education Summit. The program was selected to represent New Jersey at the Governor's Chief School Officers Conference in 1997 and for a student presentation at the Society of Military Engineers National Meeting in 1998.
Parents, School administrators and the community are recognizing, fostering, and supporting creative instruction in science. The results of the questionnaire sent to the principals of (RST)2 schools indicate that the program has had significant impact on science instruction. The expected teacher outcomes were attained, as were the related student outcomes. They indicated that a "trickle up" effect has taken place; i.e. students and parents have asked if and how the technology and this way of learning science will continue in the upper grades. Additionally, teachers are broadening the use of the Internet. In many schools, multi-grade level cooperative projects using the data and technology have proved fruitful.
Evidence of how (RST)2 has generated a changed perspective about the importance of science education can be determined by examining how the students have shared what they have learned with their school, parents, and the community. The results of the classroom questionnaires reveal that all (RST)2 classes display their data on bulletin boards for the entire school to share. In one school the fourth graders have organized a weather forecasting service to which other grades may subscribe for a fee paid to the fourth grade field trip fund. In several schools (RST)2 classes work with "buddies" in lower grades on projects that require the experienced students to demonstrate the use of the technology.
All (RST)2 classes have reported that students share knowledge with parents and the community at large including: school assemblies(parents invited), PTA/pTO meetings, parent technology days/evenings, and presentations at science/technology fairs. During the school year the (RST)2 staff observed presentations by classes. In general, these presentations demonstrated an impressive depth of understanding of concepts in environmental science and meteorology and a mastery of the technology. The presentations were clear; students answered questions thoughtfully and exhibited little performance anxiety. When asked about the program, they unanimously agreed that teaching others what has been learned reinforces ones own knowledge.
The program hosted four annual convocations from 1996 to 1999. All participating students, parents, teachers, school principals and administrators were invited to share a day of problem solving, with demonstrations of projects produced by students in (RST)2 classes. Over 1,000 people have attended the Convocations.
The programs implemented at Ramapo College demonstrate that GIS and other technology are very useful educational resources. GIS allows complex interactions to be viewed and understood, and engages students in cooperative learning activities. The initial goal focused on improving students interest and knowledge in science and technology. More recent initiatives are to improve curriculums in many varied disciplines using GIS.
The three programs described help elementary students learn about science and technology, improve the proficiency of teachers, and enhance learning of college students by promoting use of GIS in various disciplines. There are multiple colleges and school districts involved which has served to bring GIS into many schools in New Jersey and New York states. A "backyard" reference data set was found to be very useful for many students, especially in the younger grades. A watershed is the main setting used and it provides a way to study the many various environmental and social linkages which affect all of us. ArcView is the GIS software used that allows students to study problems related to their area or course of study.
The work described was funded by the National Science Foundation and by the American Council of Learned Societies. Wonderful support and software (ArcView) was provided by Esri. The authors also thank all of the teachers, students, and schools involved.
Downs, R. "Geography for Life- The New Standards", Update: newsletter of the National geographic Society's geographic Education Program. Spring 1995. summary available online at http://www.nationalgeographic.com/resources/ngo/education/standards.html
Friebertshauser, R. "Higher Learning: GIS in Nontraditional Curriculums", Geo Info Systems, April 1997. available online at http://cwi.us.edu/history.htm
Goodchild, M.F., and K.K. Kemp, eds. "NCGIA Core Curriculum in GIS", National Center for Geographic Information and Analysis, University of California, Santa Barbara CA. 1990. available online at http://www.geog.ubc.ca/courses/klink/gis.notes/ncgia/toc.html
Lyon, J. "Wisconsin Watershed Watch: GIS in Education for Ecosystem Health". 1999. available online at http://danenet.wicip.org/gisedu
McWilliams, H. and Rooney, P. "Mapping Our City: Learning to use Spatial Data in the Middle School Science Classroom", Symposium: Tools for Learning: How Technology both Masks and Illuminates Cognitive Dilemmas, paper presented at the Annual Meeting of the American Educational Research Association, March 1997. available online a http://teaparty.terc.edu/mapcity/paper/aera_paper.html
National Commission on Excellence in Education. "A Nation at Risk: The Imperative for Educational Reform". Washington, D.C. 1983.
National Council for the Social Studies. "Expect Excellence: Curriculum standards for Social Studies", National Council for the Social Studies Publications. Waldorf, MD. 1994.
Slater, T. "The Data They are A'Changin' Using Real-time Earth and Space Science Data in the Classroom". Learning & Leading With Technology. Volume 26 Number 2. October 1998. summary available online at http://www.iste.org/L&L/archive/vol26/no2/body.html
Edward VanBlargan
Assistant Professor of Environmental Science
Ramapo College
Theoretical and Applied Sciences
505 Ramapo Valley Road
Mahwah, NJ 07430-1680
email: evanblar@ramapo.edu
Angela Cristini
Professor of Biology
Ramapo College
Theoretical and Applied Sciences
505 Ramapo Valley Road
Mahwah, NJ 07430-1680
email: acristin@ramapo.edu
More information is on the internet at www.rst2.edu.