Describes a terminal, nonlab course in chemistry in a liberal arts college. Rationale, goals, procedures, and student evaluations are presented. (DS)

A progress report on an experiment being conducted in Ottawa to assess the feasibility of on-demand retrieval of audiovisual teaching aids as an alternative to conventional broadcast educational television." (Author/LS)

A proponent of the New Left describes a classroom experience in which she considers her "working-class students as literary critics, and compares their comments to Murray Krieger's analysis of Andre Malraux's "Man's Fate. Reprinted from "The Radical Teacher, volume 2, December 30, 1969. (DS)

Presents and discusses results of a questionnaire survey of college/polytechnic students (N=213) on their perceptions of and motivation for embarking on a combined-degree physics program. Areas/topics addressed include course structures of responding colleges/students, entrance requirements, student background, reasons behind choice of first year…

Compares the effectiveness of lecture versus discussion methods in postsecondary education. Describes dyadic interaction as a teaching technique in which students are paired during discussions. Demonstrates the approach through sample lessons. Examines student responses. (DMM)

Surveys 114 students studying advanced-level English literature concerning their reactions to literature. Concludes that the students displayed a balance of complex reactions. Comments on their inability to see the significance of literature in relation to their own lives. (FL)

Describes an experiment in which British geography faculty used video cassette presentations for a three week period in first year undergraduate practicals. Examined are the experiment's results in terms of the problems and advantages of video cassette recordings and student reaction to video as opposed to live presentation. (RM)

Compares the traditional method of composition grading, marginal comments, with a more recent technique, comments on cassette tape. (HOD)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Argues that a response-centered approach to literature should begin with a consideration of the students' and later the literature's values. Explains how this can be accomplished through the study of literary modes. (FL)

Argues that teachers and students would benefit from teachers' mastering of a variety of types of responses to writing, including personal and empathetic responses, in addition to the traditional advisory and evaluative responses. (RL)