An instructional robotics laboratory that is unique in the United States was created in 1984 at the University of New Mexico. Descriptions of the laboratory, course work offered, student projects, and other areas are provided. (JN)

A team-teaching approach to a college-level world history course using a lecture-lab format was very popular with students. One professor taught historical methods, including oral history, quantification, local history, family history, and visual history, in his labs. A detailed course outline is provided. (RM)

Describes the conversion of a laboratory and change in course content in a chemical engineering curriculum. Lists laboratory experiments and computer programs used in the course. Discusses difficulties during the laboratory conversion and future plans for the course. (YP)

Described is a laboratory in which students are confronted with rigs built from full-sized industrial machinery and equipment. Students must draw a flow sheet, dismantle and draw key components, reassemble the parts, operate the rig, and interpret the run data. The laboratory and the course built around it are discussed. (KR)

Discussed is the use of volunteers to teach an astronomy laboratory course. Amateur astronomy groups were recruited to help teach this course. Advantages of using volunteers are listed. A list of student field experiences is included. (KR)

Maintains that sociology was founded in the 19th century as a discipline for the scientific study of social order. Contends that the discipline has been attacked by both liberals and conservatives. Argues that teaching sociology as a laboratory science is the best way to improve the discipline's professional and public image. (CFR)

Reports on the development of a modified Problem-Based Learning approach to a freshman course. Enables faculty to teach basic biochemical concepts and principles as well as their application to clinical cases. Includes the syllabus and workshop goals based on Bloom's taxonomy. (MVL)