Describes how the authors redesigned their business communications course module on employment communication to make extensive use of Web resources. Discusses how they evaluated which Web resources to include, selected high quality sites, and integrated Web resources with more traditional class pedagogies. Offers five guidelines for implementing…

Describes a course on amphibian research for environmental science majors. Involves students in field studies and introduces them to investigative research. Evaluates the course. (Contains 19 references.) (YDS)

Describes the commitments and research that went into the design of a 9-week high school course in evolutionary biology designed to bring students to an understanding of the practice of evolutionary biology by engaging them in developing, elaborating, and using one of the discipline's most important explanatory models. (Contains 39 references.)…

This third report in a series that provides information to understand the role of systems librarians in the development of library information management systems and information services focuses on the need for possible curriculum revision and relevant courses in library education. Includes two curricular models, including course descriptions, for…

Using a Computer Algebra System (CAS) to help with the teaching of an elementary course in linear algebra can be one way to introduce computer algebra, numerical analysis, data structures, and algorithms. Highlights the advantages and disadvantages of this approach to the teaching of linear algebra. (Author/MM)

Describes a high school world literature course. Outlines four "destinations" for topics including: searching for meaning; injustice; romantic love; and border crossing. Discusses teaching techniques and literature the author uses to teach the class. (SG)

Discusses how parallel reading of literary and historical texts from the same period offers insight into both. Experience in classes using this technique indicates that students learn history more easily when it is connected to and personalized by literature, and that they read literature in a more profound way when they know its historical…

Describes how, like other writing assignments implemented in various courses in response to the writing across the curriculum movement, creative writing can be a very effective learning tool in economics courses. Includes description of such a class assignment. (EV)

Discusses methods for addressing at-risk factors in introductory physics and how they can be implemented. Offers recommendations for creating an effective program within the structure of a research university. (MM)

Presents a course design for English 3310, a three-credit composition course offered to advanced writing majors and non-majors at the University of Florida. Describes the section subtitled "Rhetoric and Environment" that was taught in conjunction with the development of University of Florida's College of Natural Resources and…

Offers information about the International Baccalaureate Organization (IBO) which provides educational programs in over 800 schools throughout the world. Describes four mathematics subjects offered in this program and the assessment of mathematics in the International Baccalaureate. (Author/ASK)

Believes that a student's understanding of energy concepts can be enhanced by introducing and using the concept of internal energy by articulating the first law of thermodynamics in a simple, phenomenological form without mathematical encumbrances. (Author/CCM)

Summarizes the mechanics of a course designed to give students a structured, guided approach that simulates more closely the way that many students approach learning new material. (CCM)

Notes that university teaching is, for better as well as worse, what many American literary writers do for a living. Notes the author was determined from the beginning to be a full time writer, but now faces declining income. Describes his reluctance for university teaching. Proposes four "alternative" writing courses he would be willing to teach.…

Proposes a three-stage process by which students develop applicable knowledge through research in industry, connecting theory and practice while developing theoretical schemata. Illustrates this with the author's experience teaching intercultural business communication at the post-graduate level. (SR)