The undergraduate computer science curriculum is generally focused on skills and tools; most students are not exposed to much research in the field, and do not learn how to navigate the research literature. We describe how fiction reviews (and specifically science fiction) are used as a gateway to research reviews. Students learn a little about…

In delivering a core science course to pre-health-related majors, the authors sought ways to engage students, make material relevant to life-long learning, and present it in a memorable way. Their goals were to present scientific content fused with history, ethics, public policy, and art in such a way that the students would be provided a unique…

The University of Sydney has offered an undergraduate course in particle technology using a contemporary problem based learning (PBL) methodology since 2005. Student learning is developed through the solution of complex, open-ended problems drawn from modern chemical engineering practice. Two examples are presented; i) zero emission electricity…

Describes an environmental science course which has been offered for graduate and undergraduate students at the University of Massachusetts in Amherst. The results of the course evaluation are also included. (HM)

A 2-month program for third-year students at Yeshiva's Albert Einstein College of Medicine that provides a model for integrating basic sciences and clinical training is described. It demonstrates the importance of lifelong learning in a field that constantly changes. (Author/MLW)

A one-semester biochemistry course was developed as an alternative to traditional freshman chemistry. Lecture topics and laboratory exercises focus on the course's unifying theme of the origin and early stages of the evolution of life on earth. (Author/SK)

The author describes the evaluation planning done for the Project for Science Integration in Ghana, with emphasis on the contextual limitations in a developing nation concerning the teachers, students, authors, materials, and finances. With careful planning, it was found that illuminating data for instructional improvement could be collected. (SJL)

Describes an instruction system combining features of lecture and independent study methods, including course management and instructional materials. Compares course to lecture and independent study sections. (SK)

Following the description of a college organic chemistry course involving self-study and small group classroom work, summarizes five years of teaching the course (1976-1980) to chemistry majors. (Author/SK)

Described is a course designed to demonstrate the interactions of science, technology, and society and present effective ways to integrate science/technology/societal issues into the curriculum. Included are the course development, goals, content, selection criteria, project impact, course evaluation, and conclusion. (KR)

The development of new courses is strengthened by assessment and a response to the assessment. Two new science methods courses for elementary and secondary preservice teachers were developed, fostered by the Great Salt Lake Project. The preservice teachers designed and performed research projects that they then converted into inquiry-based…

A communicating science module was introduced into an advanced undergraduate physical chemistry laboratory course. The module was integrated into the course such that students received formal instruction in communicating science interwoven with the chemistry laboratory curriculum. The content of the communicating science module included three…

This final report on field testing of minicourses in undergraduate biology lists the objectives, procedures, applications, and conclusions of the project in which twelve schools utilizing minicourses, developed at Purdue University, were sampled. Data were collected and analyzed on student achievement, student attitude changes, and student…

Describes field course which emphasizes mapping techniques and preparation of a field report. Includes course methods/procedures, course schedule (broken down by weeks), grading practices/methods, student response to and performance in the course, nature of field area studied, and comments to those who may want to adapt such a course. (JN)

A science course is described in which students worked in moderately self-paced groups in a learning center with all the necessary resources on hand. Course objectives and organization are outlined and an evaluation of the course is presented that includes student reactions, staff opinions, and examination and project results. (Author/JMD)