Academic integrity is often a concern instructors have when teaching, with past research indicating the classroom environment is one of the largest factors in determining students' likelihood to cheat. In this commentary, we intend to start a dialogue with instructors regarding the importance of creating a classroom environment that values…

Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains…

In this paper, we discuss our approach in teaching the final-year course Process Systems Engineering. Students are given ownership of the course by transferring to them the responsibility of learning. A project-based group environment stimulates learning while solving a real engineering problem. We discuss postgraduate student involvement and how…

Inquiry-driven lab exercises require students to think carefully about a question, carry out an investigation of that question, and critically analyze the results of their investigation. Here, we describe the implementation and assessment of an inquiry-based laboratory exercise in which students obtain and analyze novel data that contribute to our…

The purpose of this study was to understand one case of undergraduate inquiry-based instruction through the words and actions of students and instructors. The data sources included fieldnotes from 16 of 29 classes, two sets of student and instructor interviews (beginning and end of the semester), and a collection of artifacts, such as the…

The biochemistry laboratory-based course of an undergraduate college is discussed. The course description and sequence of topics related to the subject of enzymes are given. Emphasis in the course is on students working from their classroom data. (SA)

Describes a unique approach for teaching biology to non-majors. The system used is an adaptation of the audio-tutorial approach and the use of teaching modules called "concept-paks." (VT)

This article reports the status of an undergraduate course in introductory physics at the University of Ulster and its success over the past 11 years. The original plan, problems, changes, and an assessment of the course are discussed. Lists 11 references. (YP)

Describes two approaches for teaching inorganic reactions and syntheses without having students memorize specific reactions. Briefly indicates topics which should be covered in a junior-senior level course but not at the expense of eliminating teaching students how to make basic inorganic compounds. (Author/JN)

Described is an advanced undergraduate laboratory course which gives students an opportunity to grasp the material better than in the segmented approach. A list of required experiments and a discussion of the evaluation of the course are provided. (CW)

Lists the following information about physics courses in 121 colleges and universities in England, Wales and Northern Ireland: honors degree courses, special entry requirements, course structure, and miscellaneous notes. (CS)

Lists the following information about physics courses in eight colleges and universities in Scotland: honors degree courses, special entry requirements, course structure, and miscellaneous notes. (CS)

Describes an undergraduate organic chemistry course at Colorado State University that employs student-designed laboratory procedures in the laboratory. An outline illustrating the use of this approach is included. Advantages over the traditional approach are detailed. (BT)

Describes the objectives, assignment structure, requirements, and results of a team project in a junior-level transport course. Provides tables of rules, projects list, and a group member evaluation form. (YP)

Introduces an interdisciplinary undergraduate course on space physics based on history. Presents a contextual overview of space physics. (Contains 16 references.) (YDS)