A detailed description of and rationale for an effective tutorial method of teaching within a standard scheduling framework. (Editor)

Discusses the content and structure of the secondary school science program "Time, Space and Matter," and responds to an earlier criticism of the program published in this journal. (JR)

Shorthand courses at Brigham Young University have been organized to allow individual student progress using audio equipment and cassette tapes. Grading standards have been set up according to competency levels with immediate advancement available upon completion of each competency level. An evaluation of the program is included in the report. (DS)

Discusses the nature and structure of an interdisciplinary course with emphasis on the problem of how the nervous system receives, processes, and transmits information. Included is a description of the course teaching to junior and senior physics and biology majors. (CC)

Describes the offering of a physics course where a mixture of teaching techniques and a wide variety of phenomena associated with light are used to attract students majoring in art, art history, psychology, photography etc. Indicates that the course is characterized by its in-depth and non-mathematical nature. (CC)

Described a course whose primary objective would be to give meaning and significance to individual lives by relating them to their collective history, a period from the early part of the twentieth century until the present, in which older people have lived.

The article discusses the task of becoming an effective college teacher. (Author/RM)

Policies of preparing large numbers of scientists by universities need to be reviewed. Industry cannot absorb an ever-increasing number of specialized personnel in the future, and the needs of industry have also changed. (PS)

Summarizes different courses available in pure and applied physics in British universities, polytechnics, and colleges. Marked changes in subsidiary subject studies, course structures, and examination procedures are indicated. (CC)

Advocates the use of minicourses in teaching secondary school science. Topics are suggested and methods for structuring minicourses are discussed. (JR)

Describes some laboratory experiments that can strengthen the study of non-aqueous ionizing solvents in Nuffield A-level chemistry course. (PS)

Discusses the teaching of a varied open-ended, integrated chemistry course, and indicates that the teaching-learning process is made easier on account of students' varied experiences and high motivations. (CC)

An autoinstructional approach to teaching state and local government is described. The course consists of 40 instructional packages that include specific objectives as a learning guide for students. (RN)