University Of Nevada , Las Vegas Research Articles

Response to Lois Helmbold, ?Women's Studies in Sin City: Reactionary Politics and Feminist Possibilities?

In the last issue of the NWSA Journal (Summer 2005), Lois Helmbold offered an account of her experiences as chair of the Studies Department at the University of Nevada Las Vegas (UNLV) in, Women's Studies in Sin City: Reactionary Politics and Feminist Possibilities. Three years as the head of the department have given Helmbold a point of view that is different from our own as members of the wider Studies community at UNLV. We have a close community of feminist scholars, and we offer here another perspective on our location at UNLV. Helmbold's essay begins with a picture of students who have been showgirls, curators at the Liberace Museum, married seven times; who love classes like Porn in the U.S.A., go to basketball games where 4-yearolds perform heteronormative sexuality, and are naive about race, class, or gender (Helmbold 2005, 171). As feminists, both newcomers and old timers living and working in Las Vegas, we have found that over-simplified views of Las Vegas as a retrograde, sexist city, miss the counterintuitive ways in which many women have greater access to power here than they might elsewhere. Instead of dismissing or criticizing students with unique Las Vegas life experiences as naive, we should listen to students for what they can teach us about twenty-first-century feminism. The picture of women's power in Las Vegas is more complicated than stereotypes suggest. Las Vegas's political economy is distinctive because it is generally built on women's labor, and to a large extent, women's sexualized labor. However, it has one of the most highly unionized service industries in the nation, and these relatively high-paying service jobs make it possible for many women here to earn livable wages. Furthermore, women's political power in Las Vegas, and in Nevada, is greater than in most of the nation (Nevada currently ranks ninth in the nation for women holding elected office) partly because of women's contributions to the historical development of the state. UNLV has had a female president for the past 12 years, and the university has, with a few exceptions that Helmbold's article highlights, encouraged the growth of Studies, first as a program, and now as a department. Unlike Helmbold's experience, it has been our experience that UNLV has provided longstanding institutional support for Studies. We believe this is precisely because of the contradictory nature of women's power here. The labor market and

Women's Studies in Sin City: Reactionary Politics and Feminist Possibilities

Imagine: a women's studies administrative assistant in her fifties was a showgirl at nineteen. A part-time instructor in our 30-plus sections general education course, Gender, Race, and Class, served a term in the state Senate, where she was successful in abolishing the anti-sodomy law. (Anti-Semitic baiting denied her a second term.) Another women's studies instructor was previously curator at the Liberace Museum. A graduate student dropped out of Feminist Theory mid-semester because she was going through a divorce-her seventh. Half-time shows at the university's women's and men's basketball games consist of local girls, as young as three or four, dancing and performing the dominant local idea of female sexuality. The former dean of the College of Liberal Arts advertised the annual book fair, co-sponsored by the college, with bookmarks picturing a white showgirl in elaborate costume, holding a stack of books. The most popular upper division women's studies class has been Porn in the USA. These anecdotes exemplify the local character of Women's Studies in Sin City, Las Vegas. My perspective is that of a member of the founding generation, having taught my first women's studies class in 1970. I have taught in research and comprehensive universities, seasoned by a few liberal arts colleges. Recently, I was hired as chair to build and institutionalize the women's studies department at University of Nevada, Las Vegas (UNLV). In part, I took this job to make a bigger splash in a smaller puddle. This location, however, is like none other. Nowhere else in the country is there such a unique form of conservatism, nor such possibilities for transforming it. As I will show, the Las Vegas factor, the academic setting of UNLV (an institution attempting a fast-track to research extensive status), the state context (heavy libertarian and conservative political influences, both secular and religious), and the geography (isolated desert), all contribute to the context for Women's Studies in Lost Wages (Moehring 2000; Rothman and Davis 2002.) I also will show how UNLV illustrates two long-standing maxims: the right strategy for Women's Studies is the one that works on your campus; and organizing broad networks of women and men who support Women's Studies is essential. Women's bodies, and minds, don't fare very well in Nevada, as exemplified by the Institute for Women's Policy Research rankings of women's quality of life in this state: 47th (of 50 states and the District of Columbia) in proportion of women with college degrees; 40th in its employment and earnings index; 42nd in its composite health and well-being index, and

Finding the Delicate Balance: Serials Assessment at the University of Nevada, Las Vegas

In the spring of 2003 the University Libraries at University of Nevada, Las Vegas (UNLV), conducted a Serials Assessment Project which combined technology with effective communication between library users and subject librarians to successfully identify journals that could be cancelled, should cancellations be necessary due to budgetary constraints. Although the library had conducted similar assessments in 1998 and 2000, a fresh look at past assessments resulted in an innovative approach. The project and experience proved to be tremendously positive for both the library and its users. This article describes the planning and process by which the UNLV libraries designed and conducted the 2003 review of UNLV's serials collection, comparing it to methods used in the two previous assessments.

A Survey of Ethics Courses in State College and University Curricula

Angela Hernquist of the University of Nevada Las Vegas, in "A Survey of Ethics Courses in State College and University Curricula," reported on a survey showing how other state higher education institutions integrate ethics into their instructional programs and curricula.

Finding the Delicate Balance: Serials Assessment at the University of Nevada, Las Vegas

In the spring of 2003 the University Libraries at University of Nevada, Las Vegas (UNLV), conducted a Serials Assessment Project which combined technology with effective communication between library users and subject librarians to successfully identify journals that could be cancelled, should cancellations be necessary due to budgetary constraints. Although the library had conducted similar assessments in 1998 and 2000, a fresh look at past assessments resulted in an innovative approach. The project and experience proved to be tremendously positive for both the library and its users. This article describes the planning and process by which the UNLV libraries designed and conducted the 2003 review of UNLV's serials collection, comparing it to methods used in the two previous assessments.

A Pilot Course for Teachers

A pilot course for teachers was taught at the University of Nevada, Las Vegas (UNLV) during an intensive two-week summer session in 2001. The participants consisted of 16 in-service teachers and one preservice teacher. Their years of teaching experience ranged from zero to 30 years. The course, Physics and Physical Science for Teachers, covered introductory mechanics and some chemistry. It included a combination of science content and reformed pedagogy, as co-taught by faculty from departments of physics and education.

AEJMC Business Meeting 6 August 2004 the Sheraton Centre Toronto, Canado

The meeting was called to order by AEJMC President Jan Dates of Howard University at 10:05 a.m. Motion: To approve the minutes from 2003 General Business Meeting as published in the Winter 2004 issue ?I¹ Journalism & Mass Communication Educator. Moved and seconded, approved unanimously. Dates presented the Millier Krieghbaum Under-40 Award to clay Calvert of Penn State University. Several Research Committee Awards were presented next. Alison Alexander of the University of Georgia presented the Deutschmann Award for Excellence in Research to Cliff Christians of the University of Illinois. Alexander then presented the Eleanor Blum Award to Ev Dennis of Fordham University. Elizabeth Toth of Syracuse University presented the Nafziger-White Dissertation Award to ZaIa Voicic of the University of Colorado. Erika Engstrom of the University of Nevada-Las Vegas presented the following Commission on the Status of Women Awards: the Mary Ann Yodelis Smith Award for Feminist Research to Radhika Parameswaran of Indiana University and Kavitha Cardoza of Illinois at Springfield, and the Donna Alien Award for Feminist Advocacy to Rita Henley Jensen of Women's eNews. The Mary Gardner Graduate Research Award went to Penny Fuchs of the University of Maryland who could not attend to accept the award. Shirley Staples Carter of the University of South Carolina presented diplomas to the 2003-04 fellows of the Journalism and Mass Communication Leadership Institute for Diversity. The fellows were Barbara DeSanto of the University of North Carolina at Charlotte, Eddith Dashiell of Ohio University, Nancy Mitchell of the University of Nebraska-Lincoln, Jan Quarles of Middle Tennessee State University, Sandy Utt of the University of Memphis, Liz Watts of Texas Tech University, and Maria Williams-Hawkins of Ball State University. In her President's Report, Dates welcomed the attendees to Toronto. She thanked the Council of Divisions for the substance of the convention this year and the members of the Host Schools Committee for all their help. Dates reported that the Task Force on Diversity began last fall and has been working on issues related to diversity. She appointed the task force in response to two resolutions passed by the membership last year. She encouraged people to support the Barrow Minority Doctoral Scholarship, which is seeking additional endowment funds this year. She also asked members to continue to move diversity forward in any way they could on their campuses. Dates said that several task forces continued their work this year, including the Task Force on Structure, the Task Force on Ph.D. Education, and the Task Force on Internationalization. She outlined the recent changes with the division/interest group evaluation process, which has hecome a five-year assessment process. Mary Alice Shaver of the University of Central Florida reported that she was appointing a new Task Force on Ethics. The chair is Linda Steiner of Rutgers University. One of the group's charges is to write a code of ethics for AEJMC. During her presidential year, Shaver plans to continue exploring the issues of who we are and where we are going as an association and within the discipline. Beth Barnes of the University of Kentucky reported for the PF&R Committee. The committee coordinated the plenary session yesterday, which was very successful. The committee also worked on resolutions, which will be presented later in this meeting. Alison Alexander said the Research Committee was working to re-invent itself in light of the new assessment process. The committee will remain involved in research-related awards, and is considering sponsorship of workshops that would be useful to members. Kathleen Hansen of the University of Minnesota said that Barbara Hines of Howard University would be the incoming chair of the Teaching Standards Committee. The committee worked with four program sessions at this convention and will be working on the plenary session next year. …

Curriculum Carts and Collaboration: A Model for Training Secondary Science Teachers

This paper describes a unique collaboration between the College of Education (COE) and the Center for Academic Enrichment and Outreach (CAEO) at the University of Nevada Las Vegas. Here we describe our efforts to improve student science performance in traditionally underachieving urban middle schools by embracing our state's highly qualified teacher requirements implemented to gain compliance with the No Child Left Behind Act of 2001 (NCLB). The focus of our collaborative intervention is improving the content and pedagogical content knowledge of a group of existing teachers by fostering a professional learning community among teachers, scaffolding technology within a new master's degree program, and working to build a partnership to provide the necessary technology infrastructure. This paper outlines our intervention from both a practical and theoretical perspective.

Binding in the Electronic Environment

This article describes how electronic resources have impacted the University of Nevada, Las Vegas (UNLV) Libraries' binding operation and how the libraries have responded to the resulting challenges, including the need for updated collection development and preservation/conservation policies, a comprehensive bindery contract, and a fully functional in-house binding capability. The evaluation of the binding process must continue as libraries move from a predominantly print to a predominantly electronic environment. Librarians, scholars, and binders should work together to preserve and bind library collections that will be valuable to future generations.

Collaborate or Die! Collection Development in Today's Academic Library

SUMMARY The practice of collection development faces many challenges in the present and likely future library environment. The following text presents concepts for collaboration as viable solutions to these challenges for collection development in academic libraries. In particular, a model of collaboration involving department faculty representatives and library liaisons is discussed. Consulting professional literature on this topic has offered insight into the establishment of librarian-faculty relationships, the process of collaboration, benefits of collaboration, as well as problems that may result from such cooperative relationships. Examples are illustrated from experiences at three academic libraries: University of Nevada Las Vegas, University of South Florida, and Hillsborough Community College.

Promoting information literacy: A strategic approach

Faculty development workshops can be particularly effective if they address an issue or challenge faced by the faculty and present information literacy as part of an overall strategy for meeting that need. This article will discuss how Librarians at the University of Nevada, Las Vegas (UNLV), used this approach of capitalizing on faculty interests in an orientation workshop developed for the instructors of the entry-level Communications classes.

Binding in the Electronic Environment

This article describes how electronic resources have impacted the University of Nevada, Las Vegas (UNLV) Libraries' binding operation and how the libraries have responded to the resulting challenges, including the need for updated collection development and preservation/conservation policies, a comprehensive bindery contract, and a fully functional in-house binding capability. The evaluation of the binding process must continue as libraries move from a predominantly print to a predominantly electronic environment. Librarians, scholars, and binders should work together to preserve and bind library collections that will be valuable to future generations.

AEJMC Business Meeting 1 August 2003 Kansas City, Missouri

The meeting was called to order by AEJMC President Theodore L. Classer of Stanford University at 10:10 a.m. Motion: To approve the minutes from 2002 General Business Meeting as published in the Winter 2003 issue of Journalism & Mass Communication Educator, Moved and seconded, approved unanimously. Glasser presented several association awards. The Hillior Krieghbaum Undor-40 Award was presented to Julie Andsager of Washington State University. The Baskett Mosse Award for Faculty Development was presented to Sandra Chance of the University of Florida. Several Research Committee Awards were presented next. Linda Steiner of Rutgers University presented the Deutschmann Award for Excellence in Research to Melvin DeFleur of Boston University. Elizabeth Toth of Syracuse University presented the Nafziger-White Dissertation Award to Mark A. Feldstein of the University of North Carolina-Chapel Hill (now teaching at George Washington), and Michael Real of Ohio University presented the Eleanor Blum Award to James A. Crook of the University of Tennessee at Knoxville. Erika Engstrom of the University of Nevada-Las Vegas presented the following Commission on the Status of Women Awards: the Mary Ann Yodelis Smith Award for Feminist Research to Susan Henry of Cal State Northridge, the Outstanding Contributions to Journalism Education Award to Hazel Dicken-Garcia of the University of Minnesota, and the Mary Gardner Graduate Research Award to Cory Armstrong of the University of Wisconsin-Madison. The Donna Allen Award for Feminist Advocacy went to Ammu Joseph of the Network of Women in Media, based in India, but she could not attend to accept the award. It was accepted on her behalf by Radhika Parameswaran of Indiana University. Marilyn Kern-Foxworth, media consultant, and Shirley Staples Carter of the University of South Carolina presented diplomas to the 2002-2003 fellows of the Journalism and Mass Communication Leadership Institute for Diversity. Kern-Foxworth thanked the Gannett Foundation for its critical funding of the: program. The fellows were Janet Bridges of the University of Louisiana at Lafayette, Kathleen Enclros of the University of Akron, John Omachonu of William Paterson University, Federico Subervi of The Latinos and Media Project, Birgit Wassmuth of Drake University, Jan Whitt of the University of Colorado Boulder, and Lynn Zoch of the University of South Carolina. Carter announced the 2003-2004 class of JLID fellows. In his President's Report, Classer thanked the Council of Divisions for the substance of the convention this year. He thanked Jennifer McGill and the AEJMC office staff for their work this year. He said that several of the task forces he appointed two years ago will be reporting during the convention. He expressed special thanks to each of the following for their work: Jim Carey, Linda Steiner, Charles Salmon, and John Pauly. Glasser then presented the 2004 Presidential Awards to Cliff Christians of the University of Illinois and Jim Carey of Columbia University. Glasser thanked them for their long-standing and dedicated service to the association, and their outstanding work in the field. President-elect Jannette L. Dates of Howard University said that the association was increasing its level of support for the enrollment and placement studies conducted by Lee Becker of the University of Georgia. Dates said the association was in excellent financial shape as were the AEJMC journals. Lori Bergen of Kansas State University reported that the Professional Freedom & Responsibility Committee worked on the proposed resolutions, and will be working on the plenary for the Toronto convention. Incoming chair of the committee is Beth Barnes of the University of Kentucky, and the incoming vice chair will be Ann Brill of the University of Kansas. The best PF&R report this year was from the Public Relations Division, and an honorable mention went to the Radio-Television Division. …

Using GIS to Evaluate an Enigmatic Diamicton in the Spring Mountains, Southern Nevada*

The Spring Mountains are located in southern Nevada and lie along the western margin of the Las Vegas Valley. A diamicton located approximately 2,590 m (8,500 ft) above sea level in the Spring Mountains contains numerous striated limestone clasts ranging in size from 0.5 cm to 1.0 m. There are a variety of physical processes that can produce diamictons, and glacial geologists are often faced with the task of deciding what process controlled the formation of enigmatic diamictons. One characteristic distinctive to glacially derived diamictons is the presence of parallel surface striations on transported clasts. This study presents a GIS-based methodology used to evaluate surface striations on limestone clasts sampled from the Spring Mountain diamicton in southern Nevada. Using a combination of graphical software, ArcView GIS, and Avenue scripting, we streamlined the process of measuring and analyzing orientation values from individual surface striations. The results demonstrate a well-developed preferred orientation for clast striations and support our working hypothesis that the Spring Mountain diamicton is glacial in origin. If we accept a glacial origin, the presence of this deposit at 36° north latitude suggests the Spring Mountains represent the southernmost extent of Late Quaternary glaciation in the Great Basin. *We would like to acknowledge Dr. Nick Saines for discovering this deposit and recognizing the important implications for Spring Mountain glaciation. This project was supported by a grant from the University of Nevada, Las Vegas (UNLV) Graduate Student Association and a grant from the UNLV Office of Research. Scanning electron microscopy was conducted at the UNLV Electron Microanalysis and Imaging Laboratory (EMIL). We would like to thank the four reviewers of this manuscript for their useful comments and critiques.

Project THREAD: Technology helping restructure educational access and delivery

This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project initiatives include: (a) a series of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities for university courses; (d) expanded opportunities for students to apply technology in thier courses and field experiences; and (e) a redesign of selected courses that impact a large number of teacher candidates. The project’s evaluation is described, along with a discussion of outcomes and lessons learned. in recognition of the project’s scope and accomplishments thus far, the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE).

Covered Wagon Women, Vol. 10, Diaries and Letters from the Western Trails, 1879-1903 by Kenneth L. Holmes, and: Covered Wagon Women, Vol. 11, Diaries and Letters from the Western Trails, 1869-1903 by Kenneth L. Holmes

authors thedecline ofmorale among Indians in the thirty yearsbetween the twoversions. Now, tobe fairabout it,theauthors acknowl edge that these are their own "late-twentieth-cen tury 'reading' " (p. 139) Surely, however, they could have done better with thisstory, stillknown atWarm Springs, one that really does express traditional American Indian concernswith learn ingand personal growth. Having discovered "The Deserted Boy,"why did theynot take itsversions inhand and go asking for"inside" commentary on them from some of their Warm Springs in formants? It ispreciselywhen the authors do begin to interrogatetheirsubjectsand leaveoffpronounc ingon them thattheirbook comes alive and be comes accountable and informative.This hap pens inmost of the extended interviewswith Warm Springs residentsthattheyoffer. To be sure, onemight question thevalue of includinga piece on a retired Anglo physicianwith no connections to the situation at Warm Springs except thathe is a reformed alcoholic who fishes theDeschutes; and one might also fairlyaskwhy there are no interviewsherewith elders, teenagers,or Tribal officials. Yet, the well-edited self-portrayals of in dividuals such as school principal Dawn Smith, "expatriate" graduate student and storyteller Brent Florendo, chief of police (and poet) "Stoney" Miller, and Foster Kalama ? artist, coach, andWarm Springs liaison officerfor Ma dras schools?are livelyand insightful,convey ingtheauthorityof "insiders"talkingabout them selves in theircommunity.As such, thesepieces partlymake up for the shortcomings of the rest of thebook. But only partly. Covered Wagon Women, vol. 10, Diaries and Lettersfrom the Western Trails, 1879-1903 Edited by Kenneth L. Holmes, with an introduction by ElliottWest University ofNebraska Press, Lincoln, 2000. Photographs, index. 288 pages. $13.00 paper Covered Wagon Women, vol. 11, Diaries and Lettersfrom the Western Trails, 1869-1903 Edited by Kenneth L. Holmes, with an introduction by Katherine G. Morrisey University of Nebraska Press, Lincoln, 2000. Photographs, maps, bibliography, index. 205 pages. $13.00 paper. Reviewed by David M. Wrobel University of Nevada Las Vegas These two fine volumes conclude the University ofNebraska Press's reprinting of thelate Kenneth L.Holmes's indispensableCov ered Wagon Women series,firstpublished by the ArthurH. Clark Company (1983-1993).The ready availability of theseworks once again for class room adoption and for a general readership is welcome indeed. The seriesbegins in 1845with theearliest lettersand diaries ofwomen journey ing westward and uses 1890 as thecutoffdate for inclusion of accounts (although one latersource, Anna Hansberry's letterfrom 1903,closes thefi nal volume). The elevenvolumes in the series to gethercontain approximately one hundred travel accounts, ranging in lengthfroma fewpages to asmany as fifty.It isa remarkable catalogue of a 134 OHQ vol. 104, no. 1 half-century ofwomen's voices from the trails detailingculturalencounters,social life, landscape, and climate. Social historians, western histori ans, and scholars of women, the family, gender, and race relationswould alldo well to reconsider these works or toconsider themforthefirsttime. What ofparticular importancedo thesefinal twovolumes offer? What issignificant aboutwest ward journeying inthe late1870sand 1880s? Trav elingwas certainly easier in thisperiod than it had been inprevious decades, as evidenced by the experience of Mrs. Hampton and her family. The Hamptons leftEdwards County, Kansas, in the fallof 1888but aftertwomonths abandoned the trailat Fossil, in westernWyoming, aswinter set in.They loaded theirwagon and team onto a freighttrainand themselvesonto a passenger train to theirfinal destination? Portland, Oregon. Supplies and comfortable lodgingswere readily available along thetrails by thistime.By the1880s, emigrantswere more likelyto comment on In dian reservation life than on "Indian dangers" (whichhad been enormously exaggerated inear lieraccounts). Travelers could literally follow the railroad tracksfor much of theirjourney.Even if theychose not to or could not affordto take the train, most of these lateremigrantswere in sight of "civilization" much of the time. Yet those parallel realitiesof coveredwagon women journeying insightof"Pullman pioneers" in theirpalatial railroad cars are, as Elliott West emphasizes inhis introductiontovolume 10,part of thewonder of this transitionalperiod. These were not by anymeans the lastmigrants, not even the lastEuropean American migrants, to venturewestward in search of promised lands. (It is worth remembering that more homesteads were taken up between 1900 and 1920 than be tween 1862 and 1900.) They were the last such western homeseekers to record theirexperiences in largenumbers during the journey,however? the lastto consciously view themselves,forbetter or worse, as part of the "frontier movement." Two years...

Implementation of the 3M™ Digital Identification System at the UNLV libraries

The University of Nevada, Las Vegas (UNLV) is the alpha/beta test site for 3M™ Library Systems Digital Identification System, a cutting‐edge technology in library materials flow and collection management. This article discusses the components of the system and their assimilation and testing at a UNLV branch library, the Curriculum Materials Library (CML), in anticipation of the opening of Lied Library. Challenges and discoveries in the development of the system and implementation differences between a small and large library are outlined. Future growth for both product development and the UNLV libraries’ use of the system are forecasted.

Lied Library

Describes the new Lied Library at the University of Nevada, Las Vegas (UNLV). Designed to incorporate cutting‐edge technology, it is envisaged that the new library will serve the needs of UNLV, and members of the Southern Nevada community, for the next 30 years or more, allowing users not only to access the collections physically housed in the Lied Library, but also linking them to electronic data worldwide. Features include 250 electronic workstations, a robotic storage and retrieval system for little used materials, a study‐café area, group study rooms, a media distribution centre and a facility whereby traditional microfilm can be integrated with a personal computer.

Collaboration in Preparing Urban Teachers

The Urban Teaching Partnership Program (UTP) is a field-based, post-baccalaureate teacher education program that was developed, as one effort to meet the national and local shortage of teachers in urban contexts. The UTP offers an intensive route to teacher licensure in the state of Nevada for individuals with baccalaureate degrees outside of education. The purposes of UTP are to prepare teachers for urban contexts, blend the theory and practice of teaching, and offer experienced teachers professional development and mentoring opportunities. The College of Education at the University of Nevada, Las Vegas (UNLV) and the Clark County School District (CCSD) were partners in the development and implementation of this program. The purpose of this article is to provide information related to the program, especially in the areas of development, implementation, and evaluation.

The Four College Automated Photoelectric Telescope

For the past decade, astronomers from The Citadel, The College of Charleston, the University of Nevada Las Vegas, and Villanova University have operated in Southern Arizona a 0.75-m automated telescope to obtain differential Strömgren uvby, Johnson BV, and Cousins RI photometry of a wide variety of stars. Each school averages the equivalent of about 40 nights/year of high quality photometry at a cost less than using observers. By mixing our programs we obtained observations of certain important stars on nearly every clear night they can be observed. Usually we request a star be observed only once per night. Still continuous coverage can be obtained. The stars are given priorities and scheduled using ATIS. The telescope selects targets from the groups with the highest priority by choosing the one closest to the western edge of the observing window. Some data has been analyzed by undergraduate and graduate students. We use internet to send requests for observations and to retrieve data. We believe our experiences are germane to others interested in automated photometric telescopes. We are open to the possibility of collaborations with other astronomers who are obtaining photometric and spectroscopic data. (Coauthors are: L. Boyd, R.J. Dukes Jr, E.F. Guinan, G.M. McCook and D.M. Pyper, all of the U.S.A..)