Describes a college course enhanced by hands-on science applications and a service-learning project. Requires registered students to participate in volunteer training at a nature center and offers certification in several environmental education curricula. Reports successful outcomes with regard to conceptual development and teaching experiences.…

Describes a graduate course in distance learning incorporating multiple technologies within a constructivist paradigm. Discusses advance planning; the course overview, materials and resources; logistics; technological issues; pedagogical issues; and difficulties and limitations. Lists suggestions for teachers using multiple technologies in…

Describes a graduate course in ethics which provides students with a structured opportunity for the development of important ethical skills. Argues that faculty members in graduate preparation programs have the responsibility to see that students receive proper ethical training. Looks at course rationale, course content, and course outcomes. (RJM)

Examines the effectiveness of asynchronous electronic discussion assignments in university-level language courses. An exploration of syllabus issues provides some insights. (Author/VWL)

Describes the Computers in Science course which integrates computer-related techniques into the science disciplines of chemistry, physics, biology, and Earth science. Uses a team teaching approach and teaches students how to solve chemistry problems with spreadsheets, identify minerals with X-rays, and chemical and force analysis. (Contains 14…

Argues that course syllabi and instructors' presentation of them set a tone for interaction with students. Relates incident in which a student in the author's class disrupted the class by regularly leaving to feed a parking meter. Student's behavior sparked discussions among colleagues regarding ways of presenting syllabi in relation to classroom…

Describes the philosophy, goals, content, and requirements of a course on communication and gender. Presents teaching and evaluation methods as well as additional instructional materials useful in developing such a course. (KEH)

Presented is the course outline and proposed science content for this course. The structure, sessions, and evaluation of the course are discussed. (CW)

The advantages of using videoconferencing in engineering education are stressed. Discussed are technological change, engineering practice, faculty development, educational effectiveness, and teleconferencing vendors. An example of a campus-based teleconferencing service is cited. (CW)

Discusses a faculty seminar on landmark cases in the judicial interpretation of civil rights in the United States. States that the seminar is designed as a faculty development project to enhance the teaching of the Bill of Rights. Identifies the nature of the judicial process. Includes seminar syllabus and suggested readings. (RW)

Critiques studies on the Suvern syllabus of 1810-16, a document on the history of German public education. Provides a historical empirical reconstruction of the syllabus as a process of curriculum reform. Divides the discussion into two parts: (1) the early debates over the syllabus; and (2) its implementation after 1812. (RW)

Described is a course for nonscience majors that incorporates science and technology. Presented is a curriculum model for developing technological literacy which includes applied math, personal impacts, applied science, societal impacts, and technological systems and concepts. (KR)

Describes a new consumer-oriented approach to the college catalogue, the Illinois Valley Community College's "Catalog and Career Decision-Making Guide," which takes a unique approach to presenting information that is both usable and helpful in choosing programs and, ultimately, careers. (TE)

Describes a business communication instruction method which integrates business research techniques and communication skills. Offers theoretical justification for such integration and discusses the premises and benefits of a course based on the integration. Describes the course in detail and evaluates its strengths and weaknesses. (SG)

Described is a two-course sequence dealing with the origin and evolution of the entire natural system including the universe, solar system, earth, and life. The content, suggestions about teacher preparation, teaching techniques, and testing are discussed. (CW)