A numeracy course to help art students at the University of Sheffield (England) develop a more positive attitude toward numbers and deal with numerical work of the type they might find in employment, e.g., interpreting quantitative information, is described and evaluated. There were improvements in all areas tested. (RM)

"Clinical Nutrition in an Interdisciplinary Setting" is a course designed to introduce basic nutrition knowledge and concepts of nutritional assessment, counseling, and intervention in the clinical care of patients. Provides a brief course overview and descriptions of its development, use, and preliminary evaluation of the patient simulation…

Provides rationale for introducing information technology courses in secondary schools. Discusses priorities (target audiences, time parameters, course topics, resources needed) to be considered before introducing such courses. The author's proposed course is outlined and discussed, consisting of historical/political, economic/social,…

Describes the design and implementation of a successful interdisciplinary course in technical writing developed for dental hygiene students at a community college. Offers background information about the college and the students' communication needs, the rationale for implementing an interdisciplinary approach, and a model adaptable for technical…

Defends the value and relevance of the study of ancient history and classics in history curricula. The unique homogeneity of the classical period contributes to its instructional manageability. A year-long, secondary-level course on fifth-century Greece and Rome is described to illustrate effective approaches to teaching ancient history. (AM)

Describes an interdisciplinary course which focuses on the grassland area of the central United States. Study of the land is approached through: (1) literature dealing directly with land; (2) novels about land-dependent people; and (3) formal lectures on geology and natural history of grassland. (Author/MA)

Presents a model course for teaching writing in a subject course, developed by a writing teacher and a history teacher. The course deals with students' writing attitudes, forming concepts from data, analyzing frames of reference and writer's bias, and steps toward a final draft. (HTH)

Recommends that history teachers incorporate educational theory into their courses. Describes and evaluates a history course at Brooklyn College constructed around Benjamin Bloom's taxonomy of cognitive educational objectives. (Author/DB)

It is concluded that death and dying courses should, in principle, be team taught, and that a philosophy teacher must be a key member of the team. Courses provide a unique occasion for significant philosophical work, and a salient test of the meaningfulness of philosophy as a human venture. (Author)

Describes how a teacher of a content area reading education course prepared her preservice teachers for cooperative learning and interdisciplinary planning in their careers by incorporating a cooperative learning model in her own teaching through which her students were involved in interdisciplinary planning. (SR)

The teaching of physics as an integral part of an undergraduate oceanography course is described. A general outline of oceanography and the corresponding physics topics is given. The objectives, organization, and difficulties of such a course are discussed. (CW)

Describes an interdisciplinary high school course that covers the development of human history, literature, and culture from the earliest civilizations to the present, with particular emphasis on Western civilization. Provides course outlines and objectives. Highlights the content coverage, and reviews student responses to the course. (TB)

Discusses the importance of an interdisciplinary approach in journalism education. Describes such a course, called "Critical Incidents Analysis." Discusses what critical-incident analysis is, the origin of the course, course objectives, its interdisciplinary faculty and approach, class format, and cases covered. Presents results from a…

Describes a course that explores the ways in which geology can have an underlying influence on human events that is much deeper and more subtle than the distribution of resource wealth and geologic hazards. The course revolves around a series of geological topics that have direct relevance to particular prehistoric, historical, political, or…