A new introductory computer science course at City College of New York builds on a foundation of logic to teach programming based on a "design idea," a strong departure from conventional programming courses. Reduced attrition and increased student and teacher enthusiasm have resulted. (MSE)

The nature of collaborative learning is examined, including some discussion of the role of the instructor. A collaborative learning situation in a women's studies course is described as an example of integration of the approach into content area instruction. (MSE)

Observation of 401 college teachers indicates that teachers of different academic disciplines (arts/humanities, social sciences, natural sciences/mathematics) differ in the frequency of specific classroom teaching behaviors, but that what makes an effective teacher, in the perception of students, is consistent regardless of discipline.…

Although college faculty cope with changing higher education (technological innovation, larger classes, student needs, preparation for the workplace), they are also being challenged to pay more attention to teaching. Developing an international perspective can help, by promoting an understanding that those in other cultures face similar issues and…

Research support for the Seven Principles for Good Practice in Undergraduate Education is substantial, both from earlier, complex, longitudinal, and multi-institutional studies and from recent, more narrowly focused research. However, the findings raise a number of questions about variability across disciplines, methods, learning styles, and…

Differences in the kinds of knowledge validation processes, truth criteria, and other factors associated with knowledge production are presented for five disciplines (physics, engineering, psychology, education, and English literature), and implications for improving instruction are examined. It is concluded that faculty must understand the…

Capitalizing on the research skills of the faculty, the introductory chemistry course at the College of the Holy Cross (Massachusetts) invites students to participate in the processes of speculation, investigation, and discovery, using a laboratory-based curriculum that emphasizes the scientific method. (Author/MSE)

The relationship between collaborative learning and some major theoretical and empirical approaches to fostering critical thinking are examined. Three frameworks for combining collaborative learning and critical thinking are suggested: use of mental models, creation of discourse communities, and creation of disciplinary discourse communities. (MSE)

Drawing on a number of studies of college student learning, this review concludes that students in different disciplines develop characteristic ways of learning based on their perceptions of what is required in their academic work. Within a discipline, effective learning involves an interplay between the characteristics of the student and the…

A developmental model for collaborative learning at the college level, based on the notion of the development of expertise, is outlined. Five stages are described: (1) the learning of rules, techniques, and strategies; (2) applying the techniques and strategies to the particular teaching context; (3) developing competence; (4) becoming proficient;…

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,…

Colleges using the Seven Principles for Good Practice in Undergraduate Education were surveyed concerning the usefulness of the principles and the faculty and institutional inventories designed for measuring their application. Respondents indicated a need for clearer information about potential and actual uses. (Author/MSE)

Use of problem-based learning in a large upper-division general education class at McMaster University (Canada) provides opportunities for students to identify and practice skills for inquiry into societal problems and solutions. Classroom techniques and processes preserve the essence of problem-based learning despite the fact that the class is…

Assessment of student work in the collaborative classroom is dynamic, ongoing, and can be suited to the particular needs of individual instructors. It enables both instructor and students to reframe their personal understandings of the learning process and knowledge acquisition. The challenges can be met by planning, careful consideration of…

Uses of the Seven Principles for Good Practice in Undergraduate Education and Faculty and Institutional Inventories by Alverno College (Wisconsin), American Association of State Colleges and Universities, College of Marin (California), Columbia College (Michigan), University of Maryland, and Wayne State College (Nebraska) illustrate their…