Implementation of an electronic-mail track as one option within a four-year medical humanities curriculum was seen by participating students as more educational than lectures, "live" group discussions, problem-based exercises, and formal papers. Participants made gains in computer literacy, critical thinking about ethical and social…

Reports on a three-year ethnographic study of the visual arts curriculum in three elementary schools. Finds three distinct orientations: (1) the rote, teacher-centered orientation; (2) the open-ended, student-centered orientation; and (3) the higher order, cognitive orientation. (CFR)

Reports on a study of 36 U.S. teachers and 114 teachers, administrators, and students in South Africa on their knowledge and opinions of each other's culture. Finds a low level of knowledge among U.S. teachers. Discovers that neither U.S. nor South African teachers include teaching about the South African elections in their curriculum. (CFR)

Maintains that a comprehensive understanding of abnormal psychology requires coverage of recent advances in primary prevention. Describes a conceptual scheme and recommends resources and teaching methods for instructors. Asserts that clinical and community psychology are conceptually distinct but complementary fields. (CFR)

Discusses writing techniques and assessment methods used in an interdisciplinary writing course. Recommends freewriting, small-group writing assignments, and peer tutoring. Supports assessment by more than one faculty evaluator, peer feedback, and optional versus mandatory rewriting. (CFR)

Contends that the rising number of college students makes it imperative that teachers try to increase their own and nondisabled students' awareness of learning, physical, and emotional disabilities. Discusses course content and classroom techniques used to achieve this goal. (CFR)

Reports on a three-week seminar taught by U.S. economists at Moscow State University (Russia) in June 1992. Discusses the history of the pre-1992 economics curriculum and the emerging curriculum in modern Russia. Includes three tables illustrating changing curriculum content in economics over the past two decades. (CFR)

Continues an article from an earlier issue that reported on a study of memorable social studies activities experienced by college students when they were in elementary schools. Finds that activity-oriented instruction was remembered most positively. (CFR)

Reviews the computer simulation, "Civilization," and asserts that it offers exciting possibilities as an interactive introduction to world history and historical thinking. Includes a course syllabus in which "Civilization" serves as a central feature and two writing assignments based on the simulation. (CFR)

Asserts that one of the most important goals of education should be to help students become responsible citizens who want to be informed about contemporary events. Recommends instructional techniques and current event issues to encourage student curiosity and involvement. Includes an annotated listing of teacher resources. (CFR)

Contends that fiction can help students understand historical periods and events. Presents and discusses four criteria for selecting novels to be used in college courses on World War I and World War II. Includes a bibliographic essay on recommended novels for each war. (CFR)

Maintains that psychology courses attract students who are interested in using their knowledge of human behavior in their professional and personal lives. Describes four approaches used in a developmental psychology course to differentiate between experimental and observational research. Discusses implications of the approaches. (CFR)

Asserts that increased attention to marginalized groups in college political science courses is long overdue. Introduces a series of six brief articles describing how to incorporate these groups into the curriculum. Includes articles on gender, race, and sexual orientation issues. (CFR)

Research on teacher education lacks a tradition of studying the content and instruction within exemplary professional courses. This article explains how a subject-specific methods course addressed prospective teachers' apprenticeships of observation using modeling and overcorrection. The course helped students acquire a technical language and…

Describes a course entitled "DNA and Evolution" in which students develop an appreciation for what science is and how it is practiced as well as an understanding of how some of the most central ideas in biology were developed and tested. Discusses the design of the course, the lecture and discussion topics, and the results and their…