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Converting a Biology Course into a Writing-Intensive Capstone Course: Using Collaboration between a Professor and Graduate Teaching Assistant
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Lankford, Deanna; vom Saal, Fredrick – Journal of College Science Teaching, 2012
In order to be effective competitors in the marketplace, students must be able to think critically, communicate complex ideas through writing, collaborate with peers, and apply their knowledge of biological science to generate solutions for issues facing society. In this paper we examine the nature of the instructional tools, strategies, and…
Descriptors: Majors (Students), Educational Strategies, Cooperation, Biology
What My Students Have Learned about Classroom Ecology.
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Lockwood, Linda Gail – Journal of College Science Teaching, 1979
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)
Descriptors: Case Studies, College Science, Course Descriptions, Course Evaluation
Evaluation of a Variable-Credit, Self-Paced, Introductory-Level, College Physiology Course.
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Perry, Jean L.; Howe, Christine Z. – Journal of College Science Teaching, 1981
Reports on the nature of a self-paced introductory-level college physiology course, and results of a survey of nonscience majors (N=67) who took the course. Includes methodology employed and possibilities for future research. (DS)
Descriptors: College Science, Course Evaluation, Higher Education, Individualized Instruction