The Agricultural Education Department at Nebraska developed a graduate course to help beginning teachers cope with problems during the first year of teaching. (GB)

Describes an interdisciplinary course for advanced undergraduates in the physical and biological sciences. The goal is to understand a living cell from the most basic standpoint possible. The ideas of physics, chemistry, and molecular biology are all essential to the course, which leads to a unified view of the sciences. (PR)

This report summarizes the objectives and the method of a one-semester introductory economics course at Carnegie-Mellon University from the mid-60's, now updated. Also included is the substance of the course syllabus. (DB)

Describes a program in which students develop a mathematical model, based on simple feedback loops, used for predicting consequences of varying ecological parameters. Presentation early in undergraduate course emphasizes use of statistics in ecology. (AL)

Describes a laboratory-centered introductory physics course for high school juniors and seniors. Course philosophy, objectives, laboratory procedures, syllabus, and evaluation methods are presented. A list of laboratory exercises, and a detailed description of three of them are included. (LC)

Describes an approach to teaching general and subject reference to students early in their academic life. Includes a bibliography of 20 guides. (JB)

A course in Kinematics uses behavioral objectives and problem-solving to speed learning of abstract principles. (GR)

Description of an experience-oriented methods course in the biological sciences for prospective teachers at Syracuse University. Activities include observing and evaluating teaching experiences, designing biology laboratory experiments, developing test items and learning specific biological techniques. Bibliography. (LC)