The authors designed two courses which had as their core a common audiovisual package but which differed in the type of presentation used. One maximized face-to-face teaching, the other was conducted by telephone. Performance data and course evaluation are discussed. (BD)

Outlines the authors' experiences with designing and teaching a course on the nature of science to science education graduate students. Addresses questions on the creation of a new university course, the design of the course syllabus, and the transformation of the syllabus into instruction. (AIM)

Describes the basic or first course in organizational communication as it is taught in colleges and universities in the United States. Presents a content analysis of several of the most frequently adopted textbooks. Finds that the introductory course consists primarily of theory and is taught using lecture-discussion methods. (RS)

An analysis of the form and substance of supervisory discourse between university supervisors and student teachers in two teacher education programs with similar organizational structures but different ideological orientations indicated a need for changes in the organizational context of student teaching if innovations in the curriculum are to be…

Discusses the needs and the content of a philosophy of mathematics course. Provided are sample term paper topics, sample final exam items, and an annotated bibliography. (YP)

Discusses the use of an individually designed experiment for a chemical engineering laboratory course. Lists main ideas of the method. Provides an example of the experiment including ways to answer the questions and extensions. (YP)

Develops a course which would give students a chance to think critically, be exposed to recent developments including applications to other fields, and be exposed to the general field of the philosophy of science. Provides a course outline, required and referenced textbooks, and selected journal articles. (YP)

Describes a course focusing on applied catalysis for helping students prepare for careers in a chemical or petroleum industry. Provides a course outline and suggested topics for term papers. (YP)

It is proposed that a course on the Freedom of Information Act of 1966 is shaped largely by one question: how does the rhetoric behind the law match the reality of its operation? Issues such a course can address are identified, and possible course formats and teaching materials are discussed. (MSE)

As a result of the ideas of a university sophomore and senior and their dissatisfaction with the traditional lecture and exam format, George Washington University (Washington, D.C.) offers an experimental undergraduate course entitled "Confrontation and the Development of the Individual Mind." The English department course is taught by…

Argues that integration of computer experiences into a visual communications course and a computerized publications design course engages students' higher cognitive skills. Describes a unit on informational graphics, and uses three theoretical perspectives (cognitive apprenticeship, seven principles of good practice, and Bloom's taxonomy) to…

Describes a conceptual model developed for a comprehensive science-writing course. The model integrates writing, research, and critical thinking; encourages students to develop the skills they need; and allows teachers to focus the course around practical, science-related assignments that emphasize those skills. Contains 28 references. (WRM)

Describes a first-year course in General Chemistry that incorporates the principles of active engagement and the learning cycle paradigm. Recommends student small-group instruction and guided-inquiry laboratory investigations. (WRM)

Describes a matrix that can illustrate the educational relationship between a course's learning activities and learning objectives. Discusses the development of the matrix in the context of a first-year engineering design course, and gives alternative applications of the matrix, such as using it in course articulation and using it as part of the…

Explores issues such as course organization, evaluation of student work, and major concerns of faculty and students about Children's Literature courses. Finds that the hypothesis that graduate and undergraduate children's literature survey courses would be significantly different was not supported. Reveals no indication that interest in children's…