Report of an evaluation of the Introduction to International Relations course for freshmen and sophomores at Syracuse University. The course is reviewed and data are presented from student questionnaires, attitudinal surveys, and comparison with other introductory courses. (ND)

Pinewood, fat lamps and candles help light up the past for electric-age kids. (Editor)

Looks at some work done by children who are encouraged to use the techniques of the professional historian. (Editor)

Implementation of Career Plans, a course at Penn State's College of Human Development to assist graduates in entering the job market is described. (Author)

A personal account of a course called "Themes in 20th Century History" at Monash University, Melbourne, is offered. Cooperative group work was encouraged, and the course focused on the major social and cultural themes that impacted the twentieth-century person. The central problem was the "I/World" relationship. (LBH)

This article presents a description of a course on sex-roles given jointly by the Counseling Center and the Psychology Department at Southern Illinois University. The primary objective is to provide an atmosphere in which each student can examine his/her current conceptions of male and female. (Author)

A review of correlates of chemical abuse provides background for an inferentially derived proposal for direction of prevention efforts in educational settings. The proposed developmental model suggests five simultaneously viewed perspectives for generating curriculum with a preventative thrust. The five perspectives provide the basis for a…

This paper describes a seminar in community psychology aimed at providing students paradigms to critically examine the efficacy of concrete community interventions in seven substantive areas. Such paradigms included models of service delivery, conceptualizations of understanding and treating dysfunctions, and time and target dimensions in…

The English-as-a-Second-Language program at the American Graduate School of International Management (Glendale, AZ) includes a research project on a U.S. company. This article discusses course structure, collaboration between the course instructor and a business librarian, creation of a corporation information Web site, and Web site effects on…

Describes a college-level introductory integrated science course for non-science majors, called "The Natural World: Explorations in Science," that was laboratory-based, exploratory, and writing intensive, and that was team taught by four teachers from different fields. Discusses elements that make such interdisciplinary teaching possible and the…

Discusses the logistics and pedagogical approach of a cell biology course devised at Emory University in Atlanta, GA for a class containing as many as 100 students. An important component of this course is the division of each class session into halves to allow for a 30-minute small-group presentation on a current research article. (AIM)

Describes the Solutions model used at Shelley High School in Idaho which gives students the opportunity to gain practical experience while tackling community problems. This approach is built on the three fundamentals of an integrated curriculum, a problem-solving focus, and service-based learning. Sample problems include increasing certain trout…

Describes the creation and teaching of a high school elective course on American Indian literature, and discusses how a workshop on Native American literature challenged the teacher's beliefs and practices. Concludes that it is important to address the limitations non-Native readers bring to this literature but that those limitations need not…

Describes a critical thinking course in which students perform ongoing critical analyses of themselves. Argues that developmental students lack internalized knowledge. Discusses four questions that students answer throughout the course: "Who are you?""How did you get that way?""What do you want to become?" and "Who are you now?" (AJL)

Describes a problem-based human biology course for undergraduate nonscience majors. Discusses the nature of problem-based learning, effectiveness of problem-based learning in a nonmajors' science course, course development, and implications. Contains 14 references. (JRH)