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| New Directions for Teaching… | 7 |
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| Journal Articles | 7 |
| Reports - Descriptive | 3 |
| Reports - Evaluative | 3 |
| Information Analyses | 1 |
| Reports - Research | 1 |
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| Practitioners | 7 |
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Peer reviewedCashin, William E.; Downey, Ronald G. – New Directions for Teaching and Learning, 1995
A study investigated whether Biglan clusters of academic disciplines (hard/soft, pure/applied, life/nonlife) could be used to explain disciplinary differences in college student ratings of instruction. It was found that Biglan clusters do not explain the differences, many disciplines still emphasize knowledge acquisition over higher-order skills,…
Descriptors: College Curriculum, College Instruction, Comparative Analysis, Curriculum Design
Peer reviewedSanchez, Lilia A.; And Others – New Directions for Teaching and Learning, 1995
In a freshman engineering graphics course at Santa Clara University (California), mechanical engineering students learn to solve ill-structured design problems using graphic communication skills. Integration of a critical thinking component has guided the faculty's own iterative, interactive process of designing a more effective teaching method.…
Descriptors: College Freshmen, College Instruction, Communication Skills, Course Descriptions
Peer reviewedBarrows, Howard S. – New Directions for Teaching and Learning, 1996
Discussion of the problem-based learning approach in higher education looks at its origins in medical curricula, characteristics of the original method, the variety of educational objectives possible with this approach, problem-based curriculum development, advantages of the method, and its use outside the medical domain. (MSE)
Descriptors: Case Studies, Classroom Techniques, College Instruction, Curriculum Design
Peer reviewedGijselaers, Wim H. – New Directions for Teaching and Learning, 1996
Three principles based on research in cognitive psychology explain the potential power of problem-based learning: (1) learning is a constructive, not a receptive process; (2) metacognition affects learning; and (3) social and contextual factors influence learning. These principles are more likely to be activated when specific teacher behaviors and…
Descriptors: Classroom Techniques, Cognitive Psychology, College Instruction, Curriculum Design
Peer reviewedStodolsky, Susan S.; Grossman, Pamela L. – New Directions for Teaching and Learning, 1995
A study of the role of subject matter in shaping high school teachers' beliefs, curricular concerns, and instructional practices complements studies of the disciplines in higher education. Factors discussed include the "hard/soft" distinction between disciplines, curriculum sequencing, range of classroom techniques, breadth of course content, and…
Descriptors: Beliefs, Classroom Techniques, College Instruction, Comparative Analysis
Peer reviewedAdams, Maurianne; Marchesani, Linda S. – New Directions for Teaching and Learning, 1992
A sophomore- or junior-level education course on social diversity in education is described, and techniques used to teach it are discussed. Content includes five subject areas: gender and sexism, race and racism, religious culture and anti-Semitism, sexual orientation and heterosexism, and physical or mental ability and ableism. (MSE)
Descriptors: Anti Semitism, Bias, College Instruction, Course Content
Peer reviewedStinson, John E.; Milter, Richard G. – New Directions for Teaching and Learning, 1996
Drawing on 11 years' experience with a problem-based learning master's in business education program, educators at Ohio University identify critical issues in implementation of the approach, including definition of goals, elements of the curriculum development process, problem design and method of extracting learning, the teacher's role, skills…
Descriptors: Business Administration Education, Classroom Techniques, College Faculty, College Instruction
