Describes Project Ecology, a global exchange of student art and writing (on the subject of ecology) that now includes nearly 400 students from 11 schools in 5 countries. (SR)

Describes how children in a second-grade classroom collaborate to write classbooks for every conceivable reason. Notes that these books are a very popular take-home item. (SR)

Describes a class project in which students write a detailed story of their family heritage and how they came to live in the United States. Notes that students also paint murals telling the story of their family and present the story and the mural on videotape. Presents four such stories and murals. (RS)

Argues that the true benefit for students of school projects that use E-Mail to communicate electronically with students worldwide is not the added knowledge of technology but that the student gains in reading and writing. Discusses traveling the Internet via FrEdMail and Learning Link. (SR)

Argues that the level of student activity in a mathematics department at an undergraduate institution is an important gauge of academic atmosphere within the program. Outlines some practical tips for improving the level of student activity through properly directed faculty activity. (Author/ASK)

Recommends that teachers prevent plagiarism by structuring research assignments so that copying material from references is very difficult. Suggests that teachers be specific, select relevant topics, and insist on full referencing. (DDR)

Considers the experiences of two sets of students who attended schools that taught mathematics in completely different ways using traditional and project-based approaches. Emphasizes that the project-based approach produced equity between girls and boys whereas the textbook approach prompted many of the girls to underachieve. Discusses equity…

Responses from 222 of 304 nursing master's programs indicated that 66% require theses or research projects; 16% used comprehensive exams to measure research ability. Theses and projects differed in terms of nature of supervision, individual versus group structure, and amount of student participation. (SK)

Provides an overview of an ongoing calculus reform that includes cooperative learning, oral presentations, and long-term student projects. (Author/ASK)

Argues that accounts of paranormal phenomena can serve as an ideal medium in which to encourage students to develop critical-thinking skills. Describes a cooperative-learning approach used to teach critical thinking in a course on paranormal events. Reports that critical-thinking skills increased and that the course received favorable student…

Reports on the use of an Internet-based Group Support System (GSS) for the collaborative assessment of student projects. Results of an empirical study that was conducted on undergraduate students show that GSS-supported collaborative assessment encourages students to take a deep approach to learning, which leads to better project performance.…

Describes the restructured secondary-teacher-education program at Northern Arizona University, highlighting the development of student evaluation by exhibition. Describes students' final exhibition, which includes a visual display of artifacts, videotaped teaching episode, oral presentation of an ideal classroom, and question-and-answer session.…

When business students undertake commissioned projects for business clients, they make a direct contribution while gaining real-world experience and enhancing educational objectives. Issues involved in student projects include time, relationship to other course components, teacher control versus student autonomy, and assessment. (SK)

An English teacher at a Christian school describes the experience of watching 25 seniors present a semester's work. The senior project is one that demonstrates students' ability to research, write, interview, work with a mentor, produce a tangible product, present findings to an audience, and reflect on the experience. (MLH)

Describes an interdisciplinary quantitative reasoning course that uses algebra to answer questions from science. Describes the development, philosophy, and structure of the course and demonstrates two of the projects developed for this course. Presents student reactions and attitudes towards the course. (Contains 11 references.) (Author/ASK)