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 curriculum for a highly student-centered human biology course constructed around a series of themes that enables the integration of the same basic paradigms found in a traditional survey lecture course without sacrificing essential content. The theme-based model enhances student interest, ability to integrate knowledge,…

A science course is described in which students worked in moderately self-paced groups in a learning center with all the necessary resources on hand. Course objectives and organization are outlined and an evaluation of the course is presented that includes student reactions, staff opinions, and examination and project results. (Author/JMD)