Argues that teaching methods usually associated with art history are not appropriate for the subject. Contends that the learning cycle method, based on active, exploratory learning, is much more conducive to student learning. Contends that students learn more and enjoy the course more with this approach. (CFR)

Describes a sociology major curriculum at Alverno College in Milwaukee (Wisconsin) designed around ability-based and assessment-based learning. Explores the daily teaching practices and curriculum development. States that students learn to evaluate their development. Includes portions of the syllabi and learning assessments from two courses. (NL)

The implementation and results of the use of videotapes in introductory biochemical engineering classes are discussed. The topics of the videotapes and the results of a questionnaire about this instructional method are presented. (CW)

Asserts that international economics textbooks pay too little attention to the complexity of issues and problems facing individual nations. Describes a country report project included as part of a college-level international or development economics course. Provides two student instruction sheets and a sample country report. (CFR)

Advocates allowing students to suggest topics for courses and to take an active role in planning the objectives and outline for a course's activities. Provides a writing exercise in which students are asked at the start of a course to select one reading from the anthology for inclusion in the course. (HB)

Describes using the course question: "How does chemistry (or biology) impact my personal life and society?" This course question is presented to students and forms the basis of the final exam. Students evaluate a current-events article using the question as a framework. Students explore the relationship between chemistry (or biology) and their…

Describes a novel course in first-year undergraduate practical biology that introduces students to the principles and practices of a variety of biological techniques. (CCM)

Describes the evolution of the seven major physics syllabi used in all secondary schools in China and analyzes the shifts of these syllabi in terms of objectives, content, instructional hours and teaching methods. Suggests changes for China's future secondary-physics education, including the need for modern experimental equipment such as computers…

Describes attempts to move physics discussions out of the classroom and onto the Internet where students can participate any time through the use of an electronic message board. (WRM)

Universities increasingly adopt innovative teaching models, which focus on the development of skills instead of the reproduction of knowledge. These new teaching models emphasise the importance of knowledge application and the development of competencies. Yet, using these teaching methods usually implies a high assessment burden for lecturers.…

The course syllabus is a contract between instructor and students, a schedule of course assignments and activities, and a roadmap delineating objectives and checkpoints in the course. It is also a planning and reference tool for both students and instructor, and it models professors' expectations for their students. This study investigated whether…

As corporate and higher education settings increasingly use Web 2.0 tools, the time has come to think about preparing K-12 in-service teachers to find ways in which these tools might support classroom teaching and learning goals. This article describes a graduate course designed and taught in spring 2007. Using a modeling and situated learning…

Multiple states set coursework in content area literacy as a requirement for secondary teacher licensure. This paper discusses the author's Content Area Reading and Writing course at the University of Louisville, designed for secondary preservice teachers who are in a range of disciplines: secondary English, science, mathematics, foreign language,…

This paper examines the articulation of goals and means of sociological instruction in course syllabi. Three questions guide this inquiry. First, do sociology instructors articulate common learning goals? Second, what pedagogical means do instructors commonly employ to meet these goals? Third, to what extent have sociology instructors incorporated…

These proceedings report on a project designed to help faculty and administrators in the Louisiana State University (LSU) College of Agriculture to internationalize the undergraduate curriculum of the college in order to foster students' awareness of the global agriculture environment. Through a series of six workshops, the undergraduate teaching…