Ninety-two students enrolled in a physical science course for nonscience majors were tested to determine their understanding of the scientific enterprise, attitudes towards science, and understanding of solid matter and techniques of investigation. Results indicated the course contributed to improving all factors investigated. (SL)

The need to set up classroom conditions under which students can interact with each other about course material is discussed. Micro-labs are suggested as a means of serving this need. (Author/DB)

This paper describes an approach to student course evaluation which employs student-generated criteria and factor analysis. Emphasis is placed on how students perceive their experiences in the classroom and how these perceptions relate to their class statuses. (Author)

"The findings of this study show that the contract grading device...significantly lowering the student evaluations of the professor /and/ causing students to respond in a negative fashion to every item on the faculty evaluation instrument." (Authors)

Surveys 255 graduate business students, 86% of them employed, regarding a core course they had taken in managerial communication. Presents findings regarding the most highly rated course topics, topics rated least important, and the most frequently suggested additional topics. (SR)

Describes the development of an eight-week on-campus, Web-based online course at Indiana University Bloomington for incoming freshmen to introduce them to the university's culture. Discusses course structure, design, collaboration among instructional and technology units, course assessment, and student opinions of the course. (LRW)

Descriptions of minicourses offered to librarians in Papua New Guinea include course content and objectives, the frequency of course offerings, and participation in minicourses. Participant and teacher evaluations of the minicourses and their implications for future course offerings are discussed. (seven references) (CLB)

The author describes a modular course designed for student-centered learning that both satisfies the criteria for liberal intellectual study and allows students to use and reflect on their own experience. Results of student evaluation of the course are also presented and discussed. (Author/CH)

Presents a critical overview of several Greek textbooks and courses on the basis of 11 factors: textbook aims, methodological guidance, tape and book, language skills, relevant language, information about language, contextual information, language of negotiation, vocabulary layout, motivation, memory, and others. (CK)

Describes the Corporate Educational NETwork developed at IBM that uses interactive television for training. Reasons for a new training method are discussed, including lowering costs; technical details are explained, including the use of a communications satellite; course offerings are described; and results of evaluations are discussed. (LRW)

Presents study results determining how individuals' performances in a subject relate to the value that society places on that subject. Explains that the study examined the relationship between each discipline and the cognitive capabilities of each subject. Concludes that failing students use an original conception, whereas successful students use…

Analyzes the course evaluations of 323 geography graduates of British Universities 6 years after graduation. Finds that 25 percent would not repeat their choice of a geography degree; and those most satisfied had excelled in their degree and used it to find interesting, well-paying jobs. Relates the findings' consequences to market pressures on…

Maintains that student ratings of instructors' teaching can be a useful source of information for instructional development and for evaluation purposes. Discusses purposes of student ratings, perceptions of student ratings, and student rating information methods. (SR)

A study of 14 Open University (Great Britain) undergraduate courses examined tutor marked assignment (TMA) rates as a reliable early indicator of student retention. This article reviews the effectiveness of course-related evaluation strategies (standard, evaluator-initiated; specific, client-initiated; quantitative; and qualitative) and argues the…

Discusses the creation of a teaching credential course developed at California State University, Bakersfield, with dual emphases on diagnostic training and guided reading. Finds the interaction between diagnostic training and guided reading had an insignificant effect on reading instruction. Suggests that the two teaching strategies be emphasized…