Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a…

The relevance of the problem under study is due to the society's requirements for the quality information training of a personality which is oriented to forming the solid fundamental knowledge as well as to developing the cognitive capacities that are needed for solving mental tasks. With regard to this, the paper is aimed at finding out the…

Contemplative education courses and academic programs emerging in universities across the United States and internationally have a unique opportunity to help students gain both self-awareness and an awareness of how the self is situated in a larger context. Research utilizing meditation in higher education shows promise in strengthening stress…

This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a…

While the scholarship of teaching and learning literature has made great advances in our understanding of how learning might best occur, the syllabus as a teaching and learning tool appears to have been almost completely left out of the developmental conversation. Overwhelmingly, extant literature about syllabi and their use focuses on operational…

Describes Noel Entwhistle's book "Styles of Learning and Teaching," detailing how it can be used to help students learn and store knowledge. Also describes a course on the theory and practice of cognitive processes taught at Carnegie Mellon University. (DH)

A noncredit course in a workshop format is described, with sessions focusing on recognizing and defining problems; organizing information and using modeling techniques; analyzing data, recognizing trends, and making decisions; being flexible and thinking creatively; and generalizing and consolidating. (MNS)

Vassar offers two types of computer courses: (1) the introductory courses in Computer Science Studies convey the intrinsic features of computer systems and stress their capacities to support established numeric and symbolic modes of inquiry and (2) the Freshmen Seminars which reveal the facility of computers for aiding man's critical process by…

In a study of 637 students enrolled in 17 classes, cognitive dissonance was shown to be an applicable but weak conceptual framework for understanding course evaluations. Results of this study are similar to those of an earlier investigation by Canter and Meisels. (LBH)

Architecture 101, at the University of California, Berkeley, provides opportunities to develop technical architectural skills, and is conceived as an approach to the process of design; it is an attempt to provide an 11-week experience in which the creative thinking process is developed. (Author/PG)

Highlights the value and need for instruction in logic in the sciences. Describes a geology course for nonmajors which incorporates elements of logic. Explains how principles were identified and how materials and activities were developed for the course. (ML)

Describes how two objectives--enhancing public relations thinking and producing an attractive showpiece of writing talent for the student--form the basis of a course in public relations at the University of Florida. (HOD)

Argues that, within the study of cognitive psychology, the theme of intelligence provides a powerful way of unifying the disparate material of a wide-ranging course. Discusses historical perspectives on intelligence, how it unifies cognitive psychology, and classroom activities to link cognitive psychology to intelligence. (DSK)

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 method for conducting a sophomore organic chemistry laboratory which included integrating projects with a writing task involving peer group interaction. Also includes background/theory, chemistry tasks, writing tasks, and evaluation. Included in appendices are an analytic worksheet and grading scale. (JN)