This article describes a general education course offering, Physics and the Arts. During the development of this course, physics and arts faculty collaborated closely. We cover the usual physics phenomena for such a course--light, color, and sound--in addition to gravity, equilibrium, and spacetime. Goals of the course are to increase students'…

The partnership between science and the environment in service-learning projects helps students to make greater connections to the world around them. Service learning provides many benefits to students, faculty, and communities within the context of a college course. However, to prevent frustration, it is important for faculty members to make a…

An institution-wide focus on deep learning has made significant changes in the biology and physics core course curriculum at the U.S. Air Force Academy. The biology course director has reworked course objectives to reflect the learning-focused approach to teaching, while the physics curriculum has adopted new learning outcomes and ways to…

Describes general interest courses in physics, discussing enrollment patterns, philosophy and structure of the course, course goals, teaching methods, and student performance. Includes an outline of the laboratory syllabus for the course dealing with physics and the automobile. (JN)

Describes redesigning of a genetics course on the basis of Pella's referents, Banathy's system, and Bloom's taxonomy in effort to evaluate affectively behavioral changes among reference groups of science and nonscience majors, in addition to genetics students. Indicates preference of learning environment to course content in results analysis. (CC)

Discusses the offering of a Science for Poets course at the General Science Department of State University College at Buffalo, involving objectives, methods, and grouping techniques. Included are lists of problems proposed by teachers and students in the course. (CC)

Discusses the offering of a special one-credit course in teacher training for the teaching assistants of the chemistry department of the University of Idaho, involving the films used, micro-teaching assignments, and course evaluation questionnaires. (CC)

In a course titled Scientific Process, we introduce undergraduates to the philosophy and practice of science and initiate them into a 2-year undergraduate research track. Engaging exercises and discussions help students understand the scientific process and ultimately produce a research proposal in grant application format. Students defend their…

The project described here involved the design, implementation, and evaluation of an upper level, undergraduate elective course for science majors. Specific course goals were to help students gain an appreciation of the interdisciplinary nature of astrobiology, understand key ideas in astrobiology, and develop the skills necessary to communicate…

Describes a series of experiments monitoring household energy use and expense being developed as part of a course in an adult education program at Wayne State University. The experiments are used in a one-semester workshop course in which resources, consumption patterns, and future outlook are discussed. (Author/SK)

The biology and art departments at the University of Indianapolis collaborated in creating a Biology for Artists course. It was first offered on a trial basis and was well received by students and the art faculty. This four-credit course consists of 2 hours of lecture and two 2-hour laboratory sessions per week, and it fulfills the university's…

Discusses the purpose, the rationale, and an evaluation of students' comments concerning an introductory college science course for nonscience majors that utilizes content area reading and writing to instill an appreciation for the everyday importance of science by focusing on the theme of science in the news, particularly as reported in the print…

Describes how college science laboratory activities can be developed by student teams in which original questions are formulated as testable hypotheses and refined into experimental designs on the basis of personal observations. Distinguishes this "minds-on" approach from traditional college science laboratories with respect to students'…