In parallel with the development of technology and increase in knowledge, learning-teaching environments have changed, and an understanding has taken into basis that students are active and responsible for their own learning. In accordance with this situation, inquiry-based learning approach and technology integration have come to an important…

Our ability to statistically analyze data has grown significantly with the maturing of computer hardware and software. However, the evolution of our statistics capabilities has taken place without a corresponding evolution in the curriculum for the undergraduate chemistry major. Most faculty understands the need for a statistical educational…

Building an Actuarial Science program designated as advanced requires dedicated faculty, support from the administration, and a core group of strong students. Washburn University may serve as a model for those wishing to start or enhance such a program at their institution. We face three main ongoing challenges: first, the hiring and retention of…

Environmental scientists are increasing their capitalization on advancements in technology, computation, and data management. However, the extent of that capitalization is unknown. We analyzed the survey responses of 434 graduate students to evaluate the understanding and use of such advances in the environmental sciences. Two-thirds of the…

Describes an effective early stage computing course that provides skills needed by undergraduate chemical engineering students. Material is presented in forms that allow students to follow the logic involved and to understand relationships between the computer, programming, numerical computing, computing software packages, and practical skills for…

Argues that a strong sense of technical necessity informs the design of the computer-literacy curriculum. As a result, instruction in this area is inadequate at best and dehumanizing at worst. Contains 32 references. (DDR)

Web-based computer-aided instruction (CAI) has become increasingly important to medical curricula. This multi-year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI.…

Reports the history, instruction, teacher training, and evaluation of a computer-programing course in China. Suggests some questions and problems relating to the course. (YP)

Discusses how instruction in computer literacy will fit into the present school curriculum (particularly science) and the nature of an adequate scope and sequence for this subject area. A model K-12 computer literacy curriculum is presented with a corresponding scope and sequence chart. (JN)

A core curriculum was developed as a result of the Utah State Board of Education's establishment of a policy requiring identification of specific core curriculum standards to be completed by all students in kindergarten through grade 12 as a requisite for graduation from secondary school. The core curriculum represents those standards of learning…

A core curriculum was developed as a result of the Utah State Board of Education's establishment of a policy requiring identification of specific core curriculum standards to be completed by all students in kindergarten through grade 12 as a requisite for graduation from secondary school. The core curriculum represents those standards of learning…

Provided are guidelines for evaluating undergraduate professional education in chemistry. The guidelines summarize an approved program as including: 400 hours of classroom work; 500 hours of laboratory work; a core curriculum covering principles of analytical, inorganic, organic, and physical chemistry; 1 year of advanced work in chemistry or…

Describes the ENLIST Micros program and manuals based on results of a national needs assessment. The program name came from the object of the program to ENcourage LIteracy of Science Teachers in the use of Microcomputers. Listed are 18 objectives for training materials and 12 appendices. (YP)

Argues that education in computer science in secondary schools has not kept pace with curriculum developments for college programs. Suggests definitions to be agreed upon and ways to close the gap between secondary and college programs. (PK)

Questions the differences between computer science and computer engineering. Reviews the body of knowledge pertaining to both fields. Asserts that they are essentially the same, and that computer science is a genuine intellectual discipline. (TW)