Presents a description of an undergraduate abnormal psychology course developed from a theory of instruction and active student participation, the theoretical basis for the course, student course evaluation, and an interpretation of the students' performances. (Author/CK)

A list of topics and related field experiences accompany this description of an introductory undergraduate course on housing and society. Topics and community experiences are also outlined for a graduate course in advanced housing and interior design. (TA)

Describes an engineering course for education and other nonscience majors. In this course, students integrate basic principles of applied physical science and engineering to solve authentic design problems. Discusses the nature of the interactive and problem-based instructional format and its effects on developing students' scientific inquiry…

Describes a week-long "Mapping Natural Disasters" workshop offered to K-12 teachers to promote inquiry-based teaching approaches. The workshop modeled the integration of hands-on activities, internet-based data, and the use of geographic information systems (GIS) software. (Author/MM)

Discussed are the deficiencies of teaching laboratories in science education and the feasibility study and development of the Institute for Teaching Experimental Chemistry at Carnegie Mellon University. The primary goals of the program and its significant elements are presented. (CW)

Reports the results of a year-long program incorporating intensive journalistic writing into Advanced Placement English courses. Notes that most students who took the course received high scores on the Advanced Placement English Language and Composition test, and that all students in the course improved their writing. (MM)

Describes the author's experiences when incorporating an intensive journalistic writing program into her high school English class. (MM)

Shows how the addition of intensive journalistic writing can enliven the traditional high school English class. (MM)

A course at the University of Georgia is described that helps students acquire problem-solving skills so that ultimately the entire remedial program would be improved, giving students with major deficiencies in basic skills a better chance to succeed in their regular university courses. (MLW)

Describes a business-writing course based on academic and industrial collaboration and the conceptual model of social communities. (MM)

Offers some revisions and alternatives to Heath and Atkinson's 1988 model for designing a course on the family treatment of alcohol and drug problems in order to make it generalizable to a greater number of contexts. Suggests the two papers together could serve as a guide for self-study in the area for clinicians. (Author/ABL)

Topics for conversation courses include conversational rules and structure, conversational strategies, functions and meaning in conversation, and social and cultural contexts. The direct teaching of conversational skills involves adding specific language input, increasing the role of consciousness raising, and sequencing communicative tasks…

Described are modifications made in a traditional introductory biology course and the resulting improvement in student achievement and attitude. The use of cooperative learning groups is stressed. (CW)

An introductory Natural Science course with a focus on the laboratory is described. The main function of the course is getting students prepared for required individual projects in science. A copy of the syllabus, a description of laboratory experiments, and the context of the course are included. (KR)

Describes a four-credit college course for preservice elementary and secondary teachers. Declares that the course is a model that integrates basic geography content with appropriate teaching strategies. Outlines the origins and development of the course and includes a copy of the class syllabus. (CFR)