Aspects of a course in mathematics at the University of Cincinnati designed for undergraduates in the elementary education program are discussed. (MP)

The authors provide criticisms of the teaching of organic chemistry in the United States. They suggest that changes be made in the method of presentation of the material, with topics introduced early in the course providing framework for subsequent material. (Author/SA)

The catalogs of 103 American colleges were examined for the years 1972-73 and 1977-78 to determine the number and kinds of courses offered in Black psychology, and an increase of 19 percent was noted between the time periods. The role of Black psychology in the college curriculum is examined in this article. (RLV)

At the New Jersey Medical School, an obligatory, multidisciplinary, fourth-year emergency medicine clerkship requires ambulance duty, emergency room rotation, medical specialty lectures, and a cardiac life support providers course. Particular problems associated with multidisciplinary courses are discussed. (Author/JMD)

Presents the rationale for and content of a sixth-grade unit on Africa, focusing on the concepts of race and of variation in cultural patterns. A bibliography of instructional resources is appended. (SJL)

The laboratory curriculum of an introductory physical geology course which emphasizes a peer-learning approach is discussed. (Author/SA)

An audio-autotutorial program for high school students is described which utilizes many appropriate audiovisual materials and serves as an alternative to the traditional lecture-discussion approach. (SA)

Describes a trend in science teaching marked by shifts in philosophies and practices and by a search for science content that draws from the experiences of a culturally diverse student population. (DDR)

Explains that European engineering students are not well prepared to integrate socio-economic and environmental issues efficiently into their future professional activities. Argues that necessary changes include a more interdisciplinary and systems-oriented approach to problems and better training in communication skills. Provides an example of an…

Describes a year-long collaboration to teach legal research and writing alongside civil procedure. In fall, civil procedure topics were used for writing assignments, in combination with simulation and demonstration exercises based on that case. In spring, students wrote briefs on motions to dismiss and motions for summary judgment in a second case…

The biggest barrier to fully implementing a program like the Big Six has been traditional attitudes toward student assessment. This article defines assessment terminology and provides an annotated bibliography of World Wide Web resources for alternative assessment, authentic assessment and portfolios, rubrics, specific course content and ages and…

Describes an introductory undergraduate survey course on European history that incorporates three interrelated sections: constitutional government in Europe, the American revolution, and the French Revolution. The instruction emphasizes the interconnectedness among the events and includes repetition of key ideas and information. Discusses the…

Argues that the increasing number of non-specialist students of French in British universities requires an investigation of the adequacy of "general purpose" syllabi, grammars, and methodologies. Suggests that the effective design of syllabi and methodologies for specific purposes students is enhanced through detailed analysis of a…

Discusses a graduate course that prepares language teachers by emphasizing ways to tailor instruction to learners' needs and demonstrates multiple forms of collaboration. Course participants discuss their collaborative learning experiences and their expectations for using such approaches in their own teaching. (14 references) (Author/CK)

Discusses the results and implications of using an online instruction medium, via the Internet, for library instruction to users based on experiences at the University of Illinois at Chicago. Highlights include results of pre- and posttests; design issues in online instruction; and course content and organization. (LRW)