Peter Appel is an assistant professor in the School of Law. Before coming to UGA, Peter attended Yale University for his undergraduate and legal education, and he worked for over six years at the United States Department of Justice. He specializes in environmental law and natural resources law, and his scholarship focuses on the integration of those fields with other bodies of law such as civil procedure and constitutional law. In addition to survey courses in environmental and natural resources law, Peter teaches a yearlong course on the law of property, a required course of stu-dents in their first year at the law school.

As a teacher, Peter aspires to introduce his students to the study of law at a variety of levels, from the practical-such as how a lawyer would ask a client questions to determine what the client's problem is-to the theoretical-such as how a rule of law fits into a larger school of thought or larger body of history, or how a rule of law has expected and unexpected policy implications. Peter strives to use classroom instruction and the traditional "Socratic" or interactive style of teaching to encourage his students to consider the instructional materials at these different levels of thought.

For his instructional development project, Peter will develop and add a field component to at least one of his existing courses. Many law school courses that focus on traditional doctrinal materials rely exclusively on traditional classroom instruction. Classes that involve students outside of the law school are often clinical courses that focus on skills-building activities. Peter hopes to integrate these two emphases by adding field work, much as a science class would have a laboratory component.

Allison Babyak is an as-sistant professor in the department of special education. Allison's research interests focus on the development and implementation of effective teaching practicesn for students with mild disabilities. She teaches the undergraduate and graduate methods courses for the department as well as a graduate seminar course designed to investigate topics of interest in the field of special educa-tion.

At the undergraduate level, Allison is concerned with preparing college students to meet the demands of today's public school classrooms. She involves her students in field experiences to help them connect what they learn at the university to what they learn while working with students with special needs in the public schools. Allison strives to create special educators who are passionate about their work, assume leadership positions in their schools and communities and believe all students can learn regardless of disability or previous educational history.

For the Lilly Fellows Instructional Project, Allison would like to focus on bridging the gap between research and practice. All too often, empirically solid instructional practices fail to be implemented in public school classroom settings. This creates a rift between what college students learn at the university and what they see in actual classroom practice. To more closely align university coursework with actual classroom practice, Allison's project will entail the development of materials to help her students understand how they can implement effective classroom practices.

Chris Egger is an assistant professor in the department of small animal medicine. Her area of specialization is anesthesiology, including all small, large and exotic animal species. She teaches junior veterinary students a didactic course in veterinary anesthesiology, which includes a practical laboratory. She also teaches senior veterinary students in the veterinary medicine hospital. Her area of research is the control of perioperative pain in veterinary patients.

Her teaching goals are to develop more effective ways to teach veterinary anesthesia so that students are better able to make the transition from a lecture-based curriculum of abstract information to application of that information to a clinical patient in a practical setting.

Chris' Lilly Fellow Instructional Project focuses on the development of a computer program that will simulate a particular technique used to administer analgesics to veterinary patients. This technique, epidural analgesia, requires an understanding of complex anatomical structures, physiology and pharmacology, and she hopes that the program will result in a greater understanding of the procedure by veterinary students.

Lesley Feracho is an assistant professor in the department of Romance languages and the Institute for African-American Studies. She received her doctorate in Romance studies from Duke University in 1997. Lesley specializes in contemporary Latin American narrative and in particular women's narrative of the Caribbean and Brazil and Afro-Latin American narrative. Her current research involves cross-cultural literary texts (in both narrative and poetry) of women writers of African descent from the Americas (both Spanish-speaking and from Brazil).

As a teacher, Lesley has two key teaching goals. The first is to develop courses that challenge students to critically think about current issues of identity, regional and national discourse addressed in contemporary Latin American narrative and particular by Latin American writers of African descent. In each class the aim is to not only challenge students but to also provide them with the necessary tools to think critically about important literary and social issues. The second goal is to continually improve and enhance the learning experience through the use of relevant and challenging multimedia tools in the classroom that help foster an interactive environment for the students.

Lesley's instructional project is the creation of a class titled "Narratives of Revolution and Unrest in Latin America and the Caribbean" that can be taught on an undergraduate and graduate level. Through the study of seminal and lesser known works, students will be exposed to texts of the Mexican Revolution, the Cuban Revolution and periods of unrest in Brazil and Central America. The reading of these texts would be complemented with a Web page giving students access to material, important links and opportunities for discussion of the class themes, as well as the incorporation of important Latin American films that deal with periods of revolution or civil unrest or its aftermath.

Janet Frick is an assistant professor in psy-chology. She is affiliated with the life-span developmental psychology program in the department. She studies the development of attention and self-regulation in infants and young children. Her undergraduate courses include introductory psychology and developmental psychology, as well as a special-topics seminar on children and public policy.

Janet's goal as a teacher is to inspire intrinsic interest, critical thinking, and a desire for active lifelong learning in her students. To meet this goal, Janet continues to refine and develop culturally and socially relevant psychology courses in which students will see the value of and practical application of research.

Janet's Lilly Fellow Instructional Project focuses on using technology to enhance her undergraduate courses. Through additional funds from an Instructional Technologies Grant, she is setting up a computer-based videotape coding station, so that students can watch videotapes of infants and children participating in actual research studies and can collect their own data from the session. She will use Lilly Fellow funds to set up additional hands-on laboratory activities to enhance students' applications of class material. She plans to purchase equipment and fund student assistance so that interactive course material can be made available through WebCT and through custom-developed CD-ROMs.

David Gants is an assistant professor in the department of English. Before coming to Georgia, he spent four years working at the University of Virginia's nationally-recognized Electronic Text Center, including one year as its assistant coordinator. He is currently a member of the executive council of the Association for Computers and the Humanities, as well as the electronic editor for the Cambridge edition of the Works of Ben Jonson, and he is writing a history of the printing trade in Jacobean London.

His work with digital resources has afforded him the opportunity to use emerging technologies in a variety of teaching situations. Along with Dr. Michelle Ballif he directed the Georgia Online Teaching Initiative, developing a curriculum for teaching composition on line that is currently used by Georgia's Freshman English Program. He is interested in the use of hypertext in academic writing, particularly the rhetorical possibilities of SGML and XML.

David's Lilly Fellow Instructional Project involves the creation of an online resource for the study of Shakespeare's plays. In collaboration with his Lilly Mentor, Fran Teague, he is linking exploration exercises to an online version of the Riverside Shakespeare, a commonly used text in upper-division courses. His goal is to provide this resource university-wide.

Steve Lewis is a second-year assistant professor in the department of physics and astronomy and the Center for Simulational Physics. He is a theoretical physicist studying the structural and dynamical properties of materials, such as metals and ceramics. Steve's teaching at UGA has focused on introductory physics, where he has initiated the use of problem-solving clinics to foster peer-assisted learning. He is currently teaching a freshman seminar on revolutionary ideas in physics, and in the fall semester he will teach an advanced undergraduate course on analytical mechanics. In addition to his regular teaching duties, Steve also serves as the faculty administrator for instructional laboratories for his department.

Steve's mission as a physics educator is to provide his students with an appreciation for the power and elegance of physics and for its role as the fundamental underpinning for all the natural sciences and engineering. One of his major long-term goals is to promote sustainable science literacy among UGA graduates. To help achieve this goal, Steve is developing teaching strategies that bridge the gap separating physics from the other natural sciences and separating classroom physics education from physics research methods.

Steve's Lilly Fellow Instructional Project takes advantage of modern computer technology to further his long-term teaching goals. He is developing web accessible "virtual laboratories" that will allow students to conduct "virtual experiments" on a variety of broadly applicable physical phenomena. His first application focuses on the physics of vibrations and waves. Steve will use his Lilly Fellow funds to hire an undergraduate student to work with him on this Java programming project over the summer. His goal is to develop his ideas sufficiently with this seed funding to help attract nationally competitive instructional innovation grants.

Martin Kagel is an assistant professor in the department of Germanic and Slavic languages. He teaches eighteenth and twentieth-century German literature and culture as well as all levels of German language. His research interests include the writings of J. M. R. Lenz (1751-1792), late-Enlightenment poetics, aesthetic theory, Holocaust literature, and twentieth-century poetry. His current research concerns the relationship between literary representation and political theory in the travelogues of J. G. Seume (1763-1810).

As a teacher, his principal objective is to create a classroom environment that allows free alternation between teacher-and student-centered activities, lecture and discussion, consensus and dissent. He strives to endow his students with the confidence to question and criticize whatever is presented in class, including their teacher's opinion, and to argue their point within a forum that is challenging but not hostile. At the same time, his classroom is a place where achievement is considered a collective effort that ultimately exceeds individual accomplishments.

Martin's Lilly Fellow Instructional Project is a graduate class on the German poet Rolf Dieter Brinkmann, a collaborative German-American teaching and research project he devised with his colleague Gudrun Schulz from the University of Vechta, Germany. During the fall of 1999, he taught graduate classes with Professor Schulz on Brinkmann's writings at their respective institutions. On a WebCT site he implemented, his students discussed Brinkmann's work and related issues in a chat room with the students in Vechta. His students also published their work on the site, so that others could read and critique it. They are currently working on the papers they will present at an international symposium on Brinkmann at the University of Vechta in May 2000, where, with financial support from the University of Georgia and the German Lufthansa, they will be able to travel after the end of spring semester.

Pamela Orpinas is an assistant professor in the department of health promotion and behavior in the College of Education. Prior to this appointment, she was an assistant professor in the School of Public Health at the University of Texas and in the School of Psychology at the Catholic University of Chile.

Pamela's vision of an effective educator is someone who can motivate and mentor students to be lifelong learners. She strives to increase student knowledge and awareness of the value of cultural diversity. Her teaching, research and service focus on the prevention of violence.

For her Lilly Fellow Instructional Project, Pamela is developing a new graduate course on violence against women. The course will focus on domestic violence and sexual assault, as well as special topics on violence against women through the life cycle. WebCT technology will be used to develop a rich and sophisticated course environment.

Gene Wright is an assistant professor in art and the professor in charge of the Scientific Illustration Program. His research focuses on the creation and publication of images used to visually communicate the subtleties and complexities of biological and medical science subjects. These multimedia images are used as educational tools for a variety of media and audiences.

Gene's primary teaching goal is to provide a critical eye, enticing assignments and motivating criticism. The inclusion of students in personal works or research in progress creates enthusiasm while enabling a connection of their own work to the real world.

Gene's instructional project is the creation of an instructional CD-ROM, using past student images as they relate to the individual projects given in each of the illustration classes. Examples of artwork, project descriptions and demonstrations, as well as the course syllabus will be available for each student.