The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

The Faculty of Natural and Applied Sciences at Notre Dame University--Louaize, conscious to the need of experts in the emerging field of sustainability and to the role that an educational institution plays for the service of the community, introduced into the university curricula a major in environmental science. This paper will present the…

We present the most recent steps undertaken to reform the introductory algebra-based course at The George Washington University. The reform sought to help students improve their problem-solving performance. Our pedagogy relies on didactic constructs such as the" GW-ACCESS problem-solving protocol," "instructional sequences" and…

This article describes the content of a high school forensic science course. Discusses the definition of forensic science; how the course was started; the course strategy; invited speakers' and the use of mock crime scenes. Provides a sample outline of seven forensic science units. (LZ)

This article discusses a systematic approach to designing significant learning experiences, often referred to as the "backward design process," which has been popularized by Wiggins and McTighe (1998) and is included as a central feature of L. Dee Fink's model for integrated course design (Fink, 2003). The process is referred to as backward…

Discusses the place of organic chemistry in the secondary school curriculum, and advocates a mechanistic approach to organic chemistry developed in such a way as to be integrated with general chemistry. (JR)

Presented is the second of a two-part article describing the introductory undergraduate physics course taught at the University of Liverpool, England. This part of the article concentrates upon the laboratory aspect of the course. (SL)

Describes an introductory geophysics course for physics majors. (SL)

Described is a secondary level physics laboratory course designed to teach analytical thinking. Included is an analysis of a typical activity requiring the student to create and complete his own experiment. (SL)

Described is an action-learning secondary level biology course which combines science, English, and social studies. Guidelines for selecting topics to be presented and three detailed examples of topics that have been included in past courses are presented. (SL)

Develops a course which would give students a chance to think critically, be exposed to recent developments including applications to other fields, and be exposed to the general field of the philosophy of science. Provides a course outline, required and referenced textbooks, and selected journal articles. (YP)

Describes a course focusing on applied catalysis for helping students prepare for careers in a chemical or petroleum industry. Provides a course outline and suggested topics for term papers. (YP)

Discusses a "process control" course in undergraduate chemical engineering. Describes current practices and philosophy and an outline for a course to be taught in the future. Appended are summaries of 12 participants' discussion. (YP)

Describes the spectrum of process design problems. Suggests a methodology for teaching some concepts used in design, including the types of processes considered and their designs, new tools useful in conceptual design, and a strategy for developing conceptual designs. (YP)

Presented is a 27 class short course relating to political aspects of exploration of outer space. A summary for each class and the overall course objectives are included. (SL)