We describe a third-year undergraduate course that focuses on multiscale modeling and protein folding and has as its primary goal the encouragement of students to integrate thinking across and beyond disciplinary boundaries. The ability to perform innovative and successful research work in STEM (science, technology, engineering, and mathematics)…

Discusses the offering of a one-week "fun" lab course designed for students to further their professional competence, offer intellectual enrichment, advance their avocational interests, or provide personal enjoyment. (CC)

Describes a physics laboratory course which operates without written instructions and with no required experiments. Course is based upon one- or two-week topics in mechanics, heat, electromagnetism and optics with a student-designed experiment in modern physics as an extended project. (DF)

An introductory course is designed with relevance for directly instilling into the students a sense of the unity and coherence of chemical ideas. The sequence also has the flavor'' of a research project. (DF)

Advocates ornithology as a second-year biology course to create interest and expose students to a variety of science concepts and skills. Recommended course projects include: species identification, habitat visits, population impact studies, migration patterns, and food preferences. Activities and suggestions are given for a January to June…

Describes a science syllabus for secondary school girls who think science irrelevant. Included are units such as Food, What It Is, And Why We Need It,'' What Happens to Our Food,'; Some Foods We Prepare,'' Keeping the Home Clean,'' How to Keep Healthy,'' and Future Trends in Food.'' (PS)

A description is given of an investigative chemistry laboratory course suitable for elementary education, business administration, and other nonscience majors. Emphasis is on analyzing various commercial products for effectiveness. (DF)

Describes an activities approach to the Man-Made World that is organized as a series of mini-courses to enable disadvantaged and unmotivated students to achieve a degree of technological literacy. (GS)

Describes the study of electronics as a terminal course in electromagnetism. A lecture-laboratory approach is used with a strong emphasis on practical experience. Outlines the major topics of the lecture program and describes the activities used in the laboratory. (GS)

Describes an approach to teaching engineering design that involves analyzing, designing, building, and testing a simple structure. Explains the procedures for the various activities and discusses how the design concept can be incorporated into other courses. (ML)

Describes a course based on laboratory use of three skills as a way of teaching a general method of problem solving. (DF)