Describes approach, developed at Kent State University, using counseling dyads and tetrads of students in the course. No role reversal was allowed within a dyad. Students feel they had a chance to relate real concerns as well as to try out individual styles. (Author/CJ)

Describes a history of psychology course taught using R. I. Watson's prescriptive framework. Also notes advantages, disadvantages, and teaching implications. (CK)

Real questions, with no predetermined answers, were submitted by students in an introductory reference class and used to supplement instructor developed problems sets for practice in answering reference questions. The methodology and benefits are discussed. (Author/MBR)

Describes a technique for individualizing instruction in a public relations course that enrolls an average of 50 students each semester. (KS)

Discusses the use of case analysis methods as an entire semester course in aviation. Provides a description of the course as taught at the University of Nebraska at Omaha including the pros and cons of conducting the class and a review of how students evaluated the course. (Author/JOW)

Discusses philosophical and pedagogical issues in teaching a family communication course. Suggests a syllabus and some techniques for teaching, terminating, and following up the course. Lists selected resources. (SR)

Discusses fundamental problems in selecting an approach to organizational communications; the purpose of an organizational communication course; the structure and content of organizational communication coursework; and teaching strategies used in the basic course in organizational communication. (RS)

Consists of a collection of observations about the teaching of the first course in elementary probability and statistics offered by many colleges and universities. Highlights the Goldberg Method for solving problems in probability and statistics. (Author/ASK)

In this article we provide an analysis of the way in which we have designed and implemented an interdisciplinary service-learning course that overcomes the institutional barriers that often hinder creative collaboration in postsecondary environments.

The topic 'relative velocity' has recently been introduced into the Cambridge Ordinary Level Additional Mathematics syllabus under the application of Vectors. In this note, the results of relative velocity and the 'reduction to rest' technique of teaching relative velocity are derived mathematically from vector algebra, in the hope of providing…

The purpose of this study was to understand one case of undergraduate inquiry-based instruction through the words and actions of students and instructors. The data sources included fieldnotes from 16 of 29 classes, two sets of student and instructor interviews (beginning and end of the semester), and a collection of artifacts, such as the…

This article describes an approach to minimizing the "fear factor" in a chemistry course for the nonscience major, and also addresses relevant applications to other science courses, including biology, geology, and physics. The approach emphasizes forensic science and affords students the opportunity to hone their analytical skills in an…

The teaching of mathematics in Australian schools has received considerable attention over the past decade. States and territories have designed and implemented new mathematics syllabi, and education sectors have supported teachers through sustained professional learning initiatives. Whereas the major focus of these initiatives has been on…

Technological and scientific developments, progress in the discipline of gerontology, and an ageing population mean that we now have to contend with previously unknown ethical problems. Therefore, the teaching of ethics is an essential element of a comprehensive education in gerontology. This article discusses the unique aspects of gerontology…