Biomedical engineering (BME) undergraduate curricula have begun to address gaps in diversity, especially in response to the newly proposed ABET diversity, equity, and inclusion (DEI) criteria. However, there is a significant lack of teaching resources, and pedagogical training available for those interested in including DEI into their course…

The University of Pennsylvania's doctoral chemistry curriculum has included a required course in chemical information since 1995. Twenty years later, the course has evolved from a loosely associated series of workshops on information resources to a holistic examination of the chemical literature and its place in the general research process. The…

As students move from writing personal essays to writing formal academic texts in English, they face several new challenges. Writing tasks in higher education often require students to draw upon outside sources and to adopt the styles and genres of academic discourse. They must conduct research, summarize and paraphrase, cite sources, adopt genre…

"Hop on the bus, Gus. Make a new plan, Stan." What are some techniques to hook or "lure" learners and to keep them motivated? Knowing the diversity of students, their interests, backgrounds, and preferred learning styles, no single technique will be successful all of the time. This paper describes a large number of ways…

The Computer Chronicle Newswire Network (for Inter Learn, Inc.) offers an electronic newswire service modeled on United Press International (UPI) and Associated Press (AP) specially designed to help young people publish their own local versions of an international newspaper. The network is described, with information on how to join provided. (JN)

In a course titled Computerized Consumer Responses and Information Systems, Purdue University students operate a consumer hotline for their school. They must promote its existence, answer calls, develop reports, produce training manuals, and set parameters for the computer system. (SK)

Describes a course to increase students' ability and willingness to use and read the scientific literature and to promote student contributions to the literature in an acceptable style and format. (Author/MA)

Describes resources and links on a Web site entitled "Mr. William Shakespeare and the Internet," with suggestions for using them with students. Highlights include: historical context; impact of events/situations on works; motivational/preparatory lessons; reading and understanding Shakespeare; analysis of works; language; assessing other…

Describes the four largest sources of publicly available resources, illustrated with a pie chart: government documents, books, periodicals, and the Internet, with the Internet being the smallest of the four. Adds to this the unpublished information inside individual minds. Discusses how to steer students away from using only the Internet in…

Describes a student magazine publishing project in which the participating junior high school students accessed the information utility, CompuServe, to gather current and accurate background information for their magazine articles. Student use of CompuServe is described, and the value and costs of using CompuServe are discussed. (MBR)

Effective notetaking in student research consists of three steps: identification of key-word and related words in the researchable questions, skimming and scanning, and extracting needed information. These steps begin after students have defined and narrowed the task, constructed researchable questions, and located appropriate sources. Two…

This article describes a social studies project for deaf students, which used the search for information concerning people with deafness to develop student skills in creating and interpreting various kinds of charts and graphs. (DB)

Focuses on ideas and strategies to help students identify appropriate resources for specific research tasks. Highlights include three processes for working through assignments, brainstorming and narrowing the list of sources, using a checklist of primary sources, and other considerations. (AEF)

Discusses the increase of Internet access for K-12 education and the difference between knowledge and information. Provides an example of a student research project using the Internet and describes a 13-step process for knowledge-making. Suggests interpretation and application of information sources on the Internet is crucial. (AEF)

Describes how the World Wide Web can be used to recognize student talent and acknowledge achievement. Discusses the Hillside Elementary School (Minnesota) project where students used the Internet for research and publication. Identifies educational community groups that can be recognized using the Web, and notes school marketing benefits. (AEF)