This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019-2022). The article first describes the results of a survey which show that…

The English for Specific Purposes (ESP) field is currently receiving a lot of attention as researchers and practitioners seek to improve the learning experience for the students and raise the quality of the courses. To advance ESP practice, it is crucial that teacher training in ESP is enhanced and supported through exemplary practices. Vocabulary…

This paper discusses the use of Web site presentations in human sexuality courses. Web site presentations are a good way to incorporate additional information about human sexuality into a course, and they provide a way to learn to critique human sexuality material on the Internet. In addition, they help students to practice presentation skills. A…

Describes a course on human memory in which the students keep a diary of instances of forgetting during the semester. These examples can then be used for analysis by the individual, the instructor, or the class. (RM)

Describes the planning and implementation of a fundamental college chemistry course for non-science majors. The course was planned and taught by undergraduate chemistry majors. (MLH)

Describes a "feedback course" offered at Brown University, in which undergraduates redesigned the introductory organic chemistry laboratory. The students specified objectives for the ideal lab, then devised laboratory experiments. Laboratory safety was stressed, all dangerous reagents and solvents were eliminated, and toxicological data were…

The experiences of college students enrolled as majors in elementary education in designing art appreciation activities for use in elementary classrooms are described. The college students had no art background. (RM)

Describes student-designed laboratories that promote higher-level thinking skills through scientific reasoning, analysis, and evaluation. Discusses development of course objectives, course format and pedagogical assessment, examples of laboratories designed by students, and student response to the laboratory. Contains 13 references. (JRH)

Students in an abnormal psychology course worked in teams to produce dramatizations of diagnostic interviews and then presented them in class. Positive and negative aspects of the activity are discussed. (RM)

A course, designed to illustrate the correlation of the biochemistry and physiology content of the curriculum with clinical applications, is described. The entire presentation, from introduction and interview of the patient to the correlation of the clinical application with the basic sciences, was managed by the students. (Author/MLW)

For a class project students in an industrial/organizational psychology course had to construct a performance appraisal instrument for assessing the instructor's performance. Evaluations revealed that students found the exercise useful. (RM)

Reviews a college freshmen history seminar project in which students wrote, illustrated, and prepared a U.S. history textbook on the 1950s and 1960s. Reflecting on the resulting text, Ramsay questions whether students succumbed to the didactic fallacy; and cites a lack of cohesiveness, but praises the project's value as a teaching exercise. (LS)

A teacher's experiences in teaching higher education in the United States during the 1981 fall semester at the University of North Carolina at Chapel Hill are discussed. The course is an introductory course for graduate students in the higher and adult education doctoral program, but it also attracts students from throughout the university and…