Suggests that a course in cultural science be adopted throughout high schools, where the majority of citizens finished their education. Discusses rationale for such a cultural or multidisciplinary course, teacher training, current practices, and changing from specialized science to a cultural approach. (SK)

Described is a high school biology course that focuses on animal behavior in laboratory and field. A list of the topics covered in the course is provided. (SA)

Curriculum approaches were examined to determine effectiveness in increasing college students' responsibility toward alcohol. Experiential peer facilitated approach significantly increased students' responsible attitudes and decreased negative consequences of drinking. Shows that an academic course on alcohol abuse can be an important part of a…

Describes a funding simulation for use with college students in an advanced experimental psychology laboratory. Students write an original research paper and submit it to the professor--the "funding agency"--as a grant proposal. Projects are funded with grade points with which the student director purchases help from unfunded classmates. (RM)

Describes a comparative psychology course in which advanced college students learn by observing animals in their natural habitats in Kenya. The author tells how the objectives of master of observation, taxa adaptive behavior, echo systems, conservation, and field methods are satisfied. (RM)

Students complete a project at Ohio University to understand the process of plant design. This and other goals of a plant design course are discussed, including student/instructor presentations and typical problems confronted by the instructors of the course. (JN)

Discusses a design course to provide design experiences, increase personal awareness, and increase communication skills. In addition to designing projects and considering the design decision-making process, group dynamics is fostered, using groups formed on the basis of results from the Myers-Briggs Type Indicator (MBTI). (JN)

Summarizes 10 findings of a national survey of the status of introductory astronomy courses for nonscience majors. Findings focus on instructors, course length, laboratory components, laboratory equipment and exercises, texts, enrollment, mathematics prerequisites, and instructors' needs to enhance their teaching capabilities. (SK)

Offers guidelines for class instruction in job search strategies, for researching the chosen occupation, interviewing, constructing the resume, and preparing the application package. (HTH)

A continuing education program was developed to broaden the background of high school chemistry teachers. The program consisted of minicourses (focusing on a single topic) and short courses. (SK)

Discusses rationale behind and content of a course (Industrial Pollution Control Techniques) combining knowledge from fields of industrial chemistry and chemical engineering and utilizing this knowledge in the context of understanding pollution problems and potential methods of pollution control. (Author/SK)

The article reports on a model of personnel preparation in which university graduate special education and pediatrics faculty members work together to train teachers about the medical aspects of educational disabilities. (Author)

Described is a science education program at Loyola University, Chicago designed for nonscience majors. Discussed are rationale for course offerings and course content. Emphasized is the need to reveal the nature of science and methods by which information is gained and theories formulated, rather than science content alone. (CS)

The purpose in teaching a negotiation course is to stimulate law students' awareness of both their own capabilities and limitations as negotiators. It is anticipated that students will develop an understanding of how to recognize, control, and cope with the demands of personality interactions. (MLW)

A legal research and writing course at Stetson University is described that follows a separate legal bibliography course (one credit hour) for freshmen. Having completed the legal bibliography course, students progress more rapidly with better results in the research and writing course. (MLW)