The ability to manage one's emotions and to manage one's interactions with others is tantamount to effective managerial leadership. Students in business schools will need to be prepared to integrate their emotional intelligence with their everyday behavior if they are to achieve success in whatever field of endeavor they have chosen. In this…

Not all learning activities are worth keeping. For kids to know and understand important curriculum concepts, hands-on activities should also be "minds-on." Backward Design is a three-step curriculum model that helps teachers identify desired results, determine acceptable evidence of student learning, and plan learning experience and…

Research-based learning (RBL) is a model for merging research and undergraduate education. To link RBL with a curriculum across the institution, the authors used discipline-specific RBL strands, each of which is a set of interconnected course options that couple out-of-class research experiences with an established curriculum. Student learning is…

Describes a course at the University of Missouri that gives doctoral students a chance to explore teaching issues in a setting that emphasizes reflection, critical thinking, and individual risk taking. Discusses how the class approaches learning about college students' intellectual development; curriculum design for programs in journalism and mass…

Honors programs are reviewed that use diversity in presentation, approach, and educational context to foster intellectual development. They individualize instruction and encourage students both to form partnerships in learning and to develop their own strategies for integrating information. (MSE)

The critical thinking curriculum used in the four-year business degree program at the Auckland Institute of Technology Faculty of Commerce in New Zealand is described. The design of the business program is modeled on the authors' view of critical thinking as concerned with the intellectual maturity of the whole person. Key intellectual standards…

This report describes the development over three trial semesters of a required course for sophomores at Baker University (Kansas) to develop reasoning and critical thinking skills that would prepare them for a required senior capstone course. The report describes the work of the faculty team that prepared two textbooks ("Reasoning and…