Traditional lab courses separate lectures from lab work, whereas integrated lab-lecture courses (also known as studio courses) combine both in a single session under one instructor. Previous studies suggest that integrated lab-lecture courses may have the potential to enhance the learning experience for introductory-level students. In this…

This article discusses the STEM (science, technology, engineering, and mathematics) Teaching and Research (STAR) Leadership Program, developed at Austin College, which engages students in activities integrated into undergraduate STEM courses that promote the development of leadership behaviors. Students focus on interpersonal communication,…

We describe the implementation of a graduate teaching assistant (GTA) training program in the Department of Chemistry designed to integrate with the professional development initiatives of the Graduate School at a large, public, research-intensive university. The program is a 1-year course of study that offers graduate students a chance to…

We describe a third-year undergraduate course that focuses on multiscale modeling and protein folding and has as its primary goal the encouragement of students to integrate thinking across and beyond disciplinary boundaries. The ability to perform innovative and successful research work in STEM (science, technology, engineering, and mathematics)…

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this month's issue the authors describe an interdisciplinary approach to case study teaching that addresses the demand to balance the goals of process and content. The case study, Salem's Secrets…

The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…

An introductory course is designed with relevance for directly instilling into the students a sense of the unity and coherence of chemical ideas. The sequence also has the flavor'' of a research project. (DF)

Describes an inquiry-based course that emphasizes integration of the sciences. Student teams pursue research projects of their own design using mathematics and physics to study biological phenomena. (Author/KHR)

Discusses the problems associated with poor writing skills among students, means of addressing these problems, and tips for teachers who are considering using writing in their courses. (ZWH)

Describes how the art of Maurits Escher can be used in physical science and general chemistry classes. A film depicting Escher at work in creating a woodcut and a set of slides are shown to college students. The students are encouraged to observe and record what they see. (HM)

Explains an interdisciplinary approach to biology and writing which increases students' mastery of vocabulary, scientific concepts, creativity, and expression. Describes modifications of the clustering technique used to summarize lectures, integrate reading and understand textbook material. (RT)

An open format in which students keep log books to help them become more active in the learning process is discussed. Included are creative thought and language, visualization, and using writing to learn how to learn. Examples of student writing are provided. (CW)

Provides practical, research-based suggestions for improving reading and writing skills of college science students. Describes characteristics of skilled science readers. Explains how to select reading materials that make sense and what teachers can do to improve reading assignments. Lists traits of skilled science readers and offers suggestions…

Explains methods for teaching geology in an enjoyable way through a multidisciplinary, multimodal approach which highlights applications and relevance in an integrated manner. States that it does not endanger formal course content. (RT)

Describes a college course that integrates science and literature. The primary focus is on the role of metaphor in scientific and literary thinking. Discusses literary works used and how they are related to science instruction. Describes the class format and rules for conducting the class. Student reaction to this course was strongly positive. (PR)