Examines religious studies inclusion in community college curriculum and discusses programmatic and financial constraints to incorporating religious studies into the community college curriculum. Also presents examples of community colleges that have incorporated religious studies into the curriculum with varying degrees of success. (SM)

States that when a college or graduate school toughens its curriculum, entry requirements, or graduation requirements, two opposite effects on enrollment occur: (1) students know more and command higher salaries which enhances enrollment and (2) the pool of eligible students diminishes which has a negative effect on enrollment. (JEH)

Reports the outcomes of a mentoring program for students in an introductory anatomy and physiology course. Exam scores and retention in the course improved as a result of the program. (Contains 17 references.) (DDR)

Discusses the importance of a course that teaches about the biology of women. Focuses on the interplay between the biological and social issues in the course. (DDR)

Points out the need for demographic information about the substance of chemistry instruction at two-year colleges, and reports the results of a study in which data related to faculty and curriculum was analyzed. (DDR)

The issue editor introduces the various components of this volume to the reader by looking at the new communication technologies in light of cultural change. Addresses some of the implications of technologies for teaching and learning, viewing technology as a catalyst to improving educational practice. (EV)

Demonstrates how to incorporate collaborative learning into the mathematics curriculum. The method is based on the Academic Mastery Program (AMP) at Occidental College, a program that promotes achievement in mathematics by helping students to organize their lives around their academic interests. Describes in detail the format of the weekly two-…

Describes an economics department framework that incorporates the William Lee Hansen curriculum proficiencies. Identifies tools students should be able to use to complete specific activities, significant prerequisite changes for upper division courses, and the development of a capstone project to employ student skills and knowledge. (JEH)

Advocates use of point elasticities rather than arc elasticities or slopes of demand and supply curves to teach students about the economic impacts of excise taxes. Uses several available estimates of point elasticities of demand and supply of sugar to calculate the economic impacts of a penny-per-pound tax on sugar. (RLH)

Nurses from 37 universities (n=1,596) were asked about course experiences in relation to 28 specialties. Experiences in eldercare, outpatients, and surgery left many discouraged. Certain specialties appeared to have features that encouraged or discouraged aspirations regardless of course experience. Experiences had more effect on long-term career…

A survey was sent to eighty-five American Association of Colleges of Pharmacy-member schools and affiliates to learn how many lectures are accorded to core sequences in pharmacology. The data were intended to provide a frame of reference for the University of Toledo College of Pharmacy. (Author/MLW)

Strategies for integrating engineering courses for nonmajors into the liberal arts curriculum are examined, and the potential problems are discussed. (MSE)

This discussion of the interrelationship between libraries and learning focuses on the development of university libraries. Changing attitudes toward students' involvement in the learning process and expanding curricula are cited as reasons for the growth of university libraries. The professionalization of librarianship and increased participation…

Procedures for teaching learning strategies to postsecondary students are described and methods for integrating them into the college curriculum are discussed. Recent research on the effectiveness of college learning strategy instruction is also reviewed. (MSE)

Surveys the history and curricular changes of Amherst College from its founding in 1821 through the administration of Alexander Meiklejohn in 1912. Assesses Meiklejohn's impact upon the development of Amherst as a liberal arts college, and analyses the events surrounding his dismissal. (SLM)