Describes the use of drama students to role play subjects of case studies in simulations of standard interviews in a college-level abnormal psychology class. Graduate drama students role-played clients in interviews with instructors or student panels. After the interviews, class discussion covered alternative possible diagnoses and possible…

Reviews ideas and techniques to help college level psychology teachers teach writing in their courses. The literature on the psychology of writing is examined. Sources providing technical advice on writing are described. Books, texts, and readings on writing for direct use by students are also discussed. (RM)

Describes how arts and humanities programs have been integrated into related or allied arts curricula in elementary and secondary schools. Ways to approach the learning and teaching of related arts are discussed. These include analogous concepts, common themes, historical eras, and art works that are combinations of different art forms. (AM)

Described is a puppetry project which incorporates learning music selection, introducing music in writing activities, learning how music tells a story, learning about sound effects and theme music, and music appreciation. Some musical resources are included. (KC)

Shows how student journals can be used in a variety of subject areas to focus both student and teacher on the learning process inherent in writing. (RL)

Describes a psychology course on the college level which provided an interdisciplinary academic experience for students, a public forum for the community, and an opportunity for the five-person psychology department to team-teach a topic of shared interest. (DB)

Discusses problems encountered in developing and teaching a course on Stuart and Tudor Drama, some of the teaching methods employed, and ideas for improving the effectiveness of the course. (JMF)

Concerns itself with the place of literature in aesthetic education along with the potential roles to be played by literary and dramatic forms in interdisciplinary programs. Suggests that literature is most likely to be constituted as an art form and taught as an art form within a program of aesthetic education. (Author/RK)

History lends itself to story-telling. English is replete with literature which uses an historical basis. In justifying the premise that English and history can be taught as a single unit, four examples were given where history and literature complement each other. (Author/RK)

Describes the experiences of two first-year teachers who joined forces for implementing an integrated biology/English unit. Discusses insights gained during the experience. (JRH)

This poetry workshop has students read Monica Gunning's poem about her childhood in Jamaica, create lists of what they want to know more about, search for and share the information, then find poems from other parts of the world. The Gunning poem and lists of resources are included. (SM)

Discusses two articles related to the question of what is the nature of research in the actor-training context, where that training includes a major skills-acquisition component. Contends that one of the problems of interdisciplinary approaches is that while analogy may seem to illuminate a targeted disciplinary field such as teacher training,…

Presents experience with creating and teaching a course on mathematics using works of fiction as the primary texts. Describes the goal of the course as giving students an appreciation for the beauty, power, and significance of mathematics. (Author/KHR)

Emphasizes the commonalities among classes of polynomial functions. Provides exploratory activities for students as well as a teacher's guide. (KHR)

Explores some of the possible contributions of complexity science to discussions of the teaching of mathematics. Focuses on the use of the vocabulary of complexity in the re-description of mathematical communities and the application of principles of complexity to the teaching of mathematics. Highlights compatible and complementary discussions…