This article describes the author's first attempt at integrated course design. Students in the author's virology course helped set the learning goals, and the design and content of the exams, and developed rubrics for individual and group projects. The result was that they learned how to direct their own learning. Integrated course design and…

This study involved 91 students who made up five sections of General Earth Science all taught by the author at State University College, Oswego, New York. The population was randomly divided into two groups. The experimental group was taught using an independent study program designed and conducted by the author, and the control group used the…

Describes a first-year zoology course at University College Cardiff based on a self-instructional system using printed texts, audiovisual programs, and integrated practical work. (Author/BB)

The use of independent experimental investigations of topics of the student's choosing is described in physics courses at Wittenberg University. Various projects which have been done are listed. (TS)

Describes independent study materials for a physiology course which have these features: (1) resource materials accommodating a variety of learning styles; (2) problem solving experiences; and (3) learning reinforcement by reasoning from basic facts to general concepts. (CS)

Samples of the Self-Paced Physics Course materials are presented in this collection for dissemination purposes. Descriptions are included of course objectives, characteristics, structures, and content. As a two-semester course of study for science and engineering sophomores, most topics are on a level comparable to that of classical physics by…

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)

Describes a course for undergraduate students that is intended to increase their study effectiveness. The authors recognize that there are many different routes to success and that each student must develop his/her own effective method. (Author/SA)

Describes a new biochemistry laboratory course offered at the University of Scranton (Pennsylvania) which is designed to promote scientific curiosity and creativity. Uses a problems-oriented approach which provides students with independent learning experiences. Provides a listing of some of the course's laboratory exercises. (TW)