Assessed student reactions of a career planning course and compared their ratings of this course with other academic courses in the university. Students' positive reactions focused on course organization and the high level of student-instructor interaction. (RC)

Described is a marine science course offered to high school biology teachers. The course objectives were designed to introduce teachers to a marine science subject that could be used in the secondary science classroom and laboratory and to create an awareness of the issues surrounding the marine sciences. (DS)

Deals with trends arising from decreasing amount of descriptive chemistry being taught. A course outline is suggested, and general and specific aims are mentioned. Some detailed examples of models of thought, which should replace theories, are suggested and the future of syllabi is briefly discussed. (Author/JN)

Standard logic courses are seen as unsuitable for liberal arts curricula because they emphasize the formal logic of calculative thinking. To develop the capacity of students to make moral decisions, logic courses should emphasize thinking skills based on informal logic or rhetoric, a logic of practical reasoning and communication. (Author/MLW)

The study of literature is seen as one of the best ways to bring students through the curriculum to recognize and grapple with the moral dimension of human life. Such a focus for a basic course is especially important when students take only one literature course. (Author/MLW)

Describes the use of computer assisted instruction at North Carolina Agriculture and Technical State University in freshman and remedial mathematics to cut down high attrition rates and weed out quickly the students who can't adapt to the vigors of engineering course work. (Author/DS)

Presents a curriculum that attempts to foster responsible, decision-making capacities in senior high school or undergraduate freshman students with respect to the use of hashish and marijuana. (CS)

Described is an interdisciplinary science course in speleology. Topics include geology, biology, chemistry, physics, and mathematics associated with speleology. The general outline of the course and a reference source list is included. (DS)

Described is an activity centered interdisciplinary science course made up of one investigation from the area of astronomy, geology, chemistry, biology, and physics. Each investigation requires different techniques, preparation and analysis. (DS)

Describes an interdisciplinary science and humanities curriculum for sophomores developed by the faculty at Boston University's College of Basic Studies. Three core courses (science, social studies, and humanities) are integrated into a year-long course which is team taught. The format includes both lecture and modular teaching approaches. (DS)

Describes an advanced high school course called "Forest Biology" that includes field and laboratory activities, incorporating environmental education into a career-oriented approach. (CS)

This course combined English language training with guidance and practice in teaching mathematics and represented a joint effort on the part of the English and Mathematics Departments. (MP)

Discusses a method used at DePaul University of Chicago, Illinois, in a relativity course for students who are not science majors, emphasizing logical reasoning rather than memory of facts. (HM)

Describes a method utilized at Iowa State University for teaching a biochemistry laboratory course for non-majors involving the use of student independent projects and experimental choices. (BT)

Presents an outline, a description, and a methodology for teaching a course in the history and philosophy of science to high school students. (Author/SA)