When a lecture course seems to be unsatisfactory, a systematic analysis of its content, objectives, and learner characteristics may prove helpful in selecting a more appropriate teaching-learning method. A model for such a process is examined. (CT)

Financial pressures may force providers of inservice courses for teachers to evaluate their work. Systematic evaluation demands response to three levels of challenge: the challenge of professional relevance implicit in new styles; the conceptual and organizational challenge of course evaluation; and the challenge of the structure of providing…

Responses of an unbiased random sample of students were compared with the responses of a self-selected sample for the evaluations of two medical school courses. When responses were investigated across items, the patterns of differences between the random and voluntary samples appeared to be unique to each class. (Author/MLW)

An empirical approach taken in evaluating training in experiences and outcomes in a second-year psychiatry clerkship is described. A biweekly activity summary provided a detailed record of actual training experiences, didactic and clinical, and is presented as a model for use in other program evaluations. (Author/MLW)

A student-initiated course on death and dying, offered at the Case Western Reserve University School of Medicine, features a small group format, multidisciplinary representation, and student leadership. Course objectives, course content, teaching methods, course design, and student and faculty assessment of the course are discussed. (JMD)

The effect of college course content on students' growth in critical thinking was investigated. Students enrolled in various philosophy courses and a non-philosophy control were pre- and post-tested for critical thinking. Only the logic course had a consistent impact on certain aspects of critical thinking. (Author/RD)

Describes how six case study institutions were selected by the Political Education Research Unit, outlines some of the questions which the research team attempted to answer, and describes the approaches adopted to these questions. (Author/CK)

Suggests how to solicit feedback from college level sociology students during a course rather than at the end of the semester. Feedback can be encouraged by establishing student liaison committees, scheduling student meetings in the absence of the instructor, and accepting discussion of course content in addition to more technical matters.…

Explains how to use consciousness raising as a teaching technique in college level courses dealing with the sociology of sex roles. (Author/DB)

Art teachers have particular difficulty in defining objective standards by which they can judge the effectiveness of their teaching. Some adaptation of research techniques may be helpful in these circumstances, especially complete recordkeeping and a system of pre- and post-testing to categorize student development. (Author/SJL)

Presented is a bibliography of titles on evaluation of instruction in higher education. It is preceded by a review of important issues in evaluation including reactions to evaluation from the academic community, purposes of evaluation, initiation and operation of the evaluation process, and evaluation methods. (JMD)

The task of this project was to evaluate a course which was more practical than intellectual, more involved with processes than with products, more diversified in student activities than usual, and less explicit than usual in its assessment criteria. The evaluation concentrated on the students' view of the course. (Author/CTM)

The author describes the evaluation planning done for the Project for Science Integration in Ghana, with emphasis on the contextual limitations in a developing nation concerning the teachers, students, authors, materials, and finances. With careful planning, it was found that illuminating data for instructional improvement could be collected. (SJL)

Describes a high school curriculum which fuses mathematics skills with skills necessary for an individual to function effectively in the community, regardless of his or her occupational choice. (TA)

Student response to student-centered learning at the Open University was surveyed in a questionnaire sent to all students completing a course called "Man-made Futures: Design and Technology." It was found that student projects are popular, regarded as difficult but satisfactory, and require tutorial support. (LBH)