A course to coordinate all of the various specialities and disciplines of dentistry with emphasis on esthetics, designed as an elective for the 1980 graduating senior class at Emory University School of Dentistry, is described. (MLW)

An instructional approach to pathogenic microbiology appropriate for dental medicine, which was developed by the University of Texas, is described. This approach is perceived by the students as relevant to their needs, and it increases the instructor's awareness to emphasize the oral aspects of the infectious diseases. (Author/MLW)

Effects of actually earned and randomly assigned grades were investigated. Earned grade had minor effects on evaluation of the instructor, but less adequate students were found to show greater evaluation-rating shifts as a function of manipulations performed. Responses made to attribution questions were consonant with reponses to evaluation items.…

Describes a new course at Spokane Falls Community College which builds on and reviews basic business math and electronic calculator skills. Material is self-paced and includes work with metrics. Discusses student evaluation of the course and type of equipment used. (CT)

Course evaluations analyzed to discover factors affecting learning indicate that expectations, learning style, and personality are major factors. It is suggested that learning is strongly influenced by these student characteristics and parallel factors in courses and teachers. (MSE)

Describes the objectives and format of a mathematics course offered at Carl Sandburg Community College (IL) which supplements classroom experiences with laboratory experiments. Enumerates the educational benefits of the laboratory approach and discusses the students' evaluation of the course and its format. (AYC)

Describes and evaluates college level political science at the University of Santa Clara which promotes social science research as an integral part of the baccalaureate program. (Author/DB)

Calls for reexamination of English courses, as to content, organization, and procedures. Adds a report of experience with language workrooms at "general education schools" in Bremen, and some suggestions regarding intensive courses. (IFS/WGA)

Describes an environmental science course which has been offered for graduate and undergraduate students at the University of Massachusetts in Amherst. The results of the course evaluation are also included. (HM)

Defines an outcomes-based instructional supervision model and reports on the testing of such a model in an outcomes-based classroom-verified instructional reading program, involving 99 kindergartens in 36 elementary schools. (BF/JH)

Discusses both positive and negative student reactions to a course in technology and society, and the problems of faculty opposition to such courses. (MLH)

Ninety-two students enrolled in a physical science course for nonscience majors were tested to determine their understanding of the scientific enterprise, attitudes towards science, and understanding of solid matter and techniques of investigation. Results indicated the course contributed to improving all factors investigated. (SL)

The need to set up classroom conditions under which students can interact with each other about course material is discussed. Micro-labs are suggested as a means of serving this need. (Author/DB)

This paper describes an approach to student course evaluation which employs student-generated criteria and factor analysis. Emphasis is placed on how students perceive their experiences in the classroom and how these perceptions relate to their class statuses. (Author)

"The findings of this study show that the contract grading device...significantly lowering the student evaluations of the professor /and/ causing students to respond in a negative fashion to every item on the faculty evaluation instrument." (Authors)