My personal experience gained from this is to see how to work more efficiently with and around others. By determining my own work style I could see under what conditions I perform best in, but more importantly, how others percieve my actions. Also by recognizing others' work styles, I can cater to their working needs to get tasks accomplished more efficiently.

Being a teaching assistant for this course has been an extremely worthwhile experience. As an undergraduate teaching assistant, I attended weekly meetings with Dr. Whisnant. Also, I varyingly met with students needing tutoring help, attended labs, graded papers, and aided in demonstrations and lectures.

In a mid-semester evaluation, most students seemed satisfied with the labs and lectures. Students gave honest feedback on how to improve the lab and lecture area. However, the most interesting part of the survey is that the hands-on experience is something every student commented as being valuable and what he or she liked best about the lab. Over 95% of the class responded to the survey.

In being a teaching assistant, I have improved my speaking, writing, and overall communication skills. Also, I have a much better understanding and appreciation of what is required of a professor in order to be successful at teaching a class. The experience, overall, has taught me leadership, patience, and discipline that will be beneficial to any future experience - academically or professionally.

The present project surveyed all of the Land Grant universities in the southeast with respect to their specific Honors/Scholars Programs. In general, the colleges of Agriculture were initially contacted. The survey questions ranged from how many credit hours are required to fulfill the requirements of each particular program, to what is the gender and ethnic profiles of those students in the programs. The survey was completed by each school and was instrumental in helping gain a better understanding of the specific dynamic of each individual Honors/Scholars program. Typically the Assistant Dean of Academic Affairs for the specific college completed the survey and returned via email. Some of the schools were able to answer all the questions completely; while other schools only partially completed the survey. The responses gave a wealth of information. The GPA requirements for the programs range >from 3.25 to 3.75. Entrance into these programs ranged from a freshman year up to the student's sophomore year. Hopefully, the results of this project will help NCSU's leaders better understand the direction it desires to take with respect to the honors and scholars program at both the university and college level.

Each lab brought new activities to be done. On most weeks I assisted in making out the weekly quizzes as well as the administering and grading the quizzes. My assistance was also given at the review sessions for the lab practical. Also, I tried to be around before lab so that I was able to answer any questions that the students might have. Along with this I also attended weekly meetings with the other teaching assistants to go over the agenda for the next weeks lab. Lastly I had to be sure that I knew the subject material that was going to be covered in the labs so that I was accurately able to answer questions.

Through this experience I have brushed up and gained new skills. I have thouroughly reviewed all the course material and will leave this teaching experience knowing even more about reprocuction and lactation. Also, I have gained the experience of working as a team with the other teaching assistants. Along with this I have increased my people skills. I now feel more comfortable in front of large groups.

Our project was to prepare a compact disc with real digital images of the cat anatomy. My responsibility in this project was the cardiovascular system. I performed dissections of preserved cats and helped take the digital pictures using a Nikon digital camera. I then helped edit the digital pictures and added labels to the pictures using Adobe PhotoShop. I also wrote all the text explanations for the cardiovascular pictures. Then using Electrifier Pro, we turned the labeled pictures into the final interactive movies. In the final project, all the biological systems of the cat will be included on the CD: The skeletal, muscular, cardiovascular, urogenital and other internal organs, and the nervous system. Each movie includes the original picture with pop-up labels, auditory tracts with moving arrows explaining the picture, links to textual explanations, links to related histology pictures and sometimes links to alternate views of the anatomy shown.

This CD will be useful particularly for Dr. Betty Black's Developmental Anatomy and Histology of Vertebrates classes at NC State (ZO 370, 371, 375, 376). This CD will also be available through Carolina Biological Supply Company for other high school and college level teachers and students.

The North Carolina State University Department of Plant Pathology Homepage is a resource used by students, faculty, industry professionals and the general public to gain valuble information on a wide variety of plant diseases. The newly designed powdery mildew homepage aids in supporting the extension work conducted by the Plant Pathology Department as well as serve as a teaching site for students in botany, horticulture, and plant and forest pathology.

The powdery mildew homepage includes detailed information on the disease's causitive pathogens, disease cycle, life cycle, morphological appearances as well as an identification key to the common genera of Erysiphales found in North America. The site's written content is supported by state-of-the-art image capture technology in the form of microscopic images of Erysiphales from the Plant Pathology's Herbarium collection.

In a continued effort to make plant disease information available through the World Wide Web, the Plant Pathology homepage will now include a detailed site on powdery mildew to inform and educate members of the University and professional community as well as the general public.

The second part of my project invloved my creation of a lab exercise on Soil Microarthropods. For this, I picked through samples of soil litter and isolated species to be put on microscope slides. I then identified the species and researched their characteristics. The slides were viewed using a microscope attached to a computer and then photographed using a Nikon Alphashot camera that was attached to the microscope and computer. I then incorporated these images into a thirty minute Power Point presentation that was presented to the Zo 150 class during their lecture period.

This experience gave me the opportunity to gain laboratory experience while I was isolating the Soil Microarthropod species as well as teaching experience throughthe preparation of a Power Point lecture/lab presentation.

Often in our contemporary world of revolving door doctors' offices and hospitals, it is difficult to see the origins of many of our modern medical cures. Many of these medicinal plants have been utilized by people for hundreds, if not thousands of years, and have been intricately woven into their society and culture. The underlying theme of this presentation is that many compounds synthesized in plants have provided the blueprints and basis for chemists and doctors today.

Participating in the Als 498 and 499 series has provided a useful experience for both the students and myself. I have gained valuable knowledge not only in this particular topic, but also in playing an active role in others' learning. Hopefully I have been able to enhance students' learning experiences and sparked an interest in further study of medicinal plants.