The authors describe a collaborative group-testing strategy implemented and studied in undergraduate science classes. This project investigated how the assessment strategy relates to student performance and perceptions about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters.

Describes a one-month course in crystallography (designed for all levelsof undergraduates) that emphasizes laboratory investigations and programed learning. (MLH)

Describes a course unit scheme that has been adopted by the college. The system allows more flexibility in career planning and in course selection than does the old traditional system. (GA)