The Roosevelt University College of Education conducted two studies to reevaluate its preservice course content and the effectiveness of its program in light of PL 94-142. Results are summarized in this article, one of seven in this issue describing Dean's Grant programs for preservice training in PL 94-142. (SJL)

A meta-analytic methodology is applied to integrate findings from 22 comparisons of the effectiveness of student- rating feedback at the college level. Feedback had a modest but significant effect on improving instruction. The effects of student-rating feedback were accentuated when augmentation or consultation accompanied the ratings. (Author/MLW)

A survey of graduates from the University of Nairobi, Kenya in the field of veterinary medicine is reported. Areas covered include curriculum; teaching techniques; quality of faculty; and examinations. (JMF)

In 1977 the Hastings Center launched an extended examination of the place of ethics in American higher education. Questions studied were: extent of ethics teaching, problems introducing ethics courses, purposes of courses, faculty and student support, objections to courses, qualifications for teachers, and evaluation of ethics courses. (MLW)

Describes a system, Infracom, which enables students to influence content and structure in introductory college level sociology courses. Infracom involves writing evaluations of class meetings, making comments in class, and helping determine learning aids. (Author/DB)

This is a critique of a study investigating the reliability and validity of objective measures of students' reactions to courses. (MK)

The study describes the implementation of three related suggestions for the development of items for a course evaluation form. High degrees of consistency were evidenced in preferences of students, faculty, and individuals from different academic areas. Significant differences were obtained between student and faculty responses and the basic…

In a study of class participation, a survey of 1,059 college students and 49 professors revealed that students perceived seven factors in student participation, four of which were class traits, none professor traits; and that faculty perceived three variables, two class traits and one student trait. Implications of these findings for teaching,…

Describes the efforts of the Maricopa Mathematics Consortium, in Arizona, to develop a comprehensive mathematics curriculum focusing on application-driven materials at the precalculus level. Reviews the resulting three modules of sample course materials, and discusses three phases of field testing used to assess the modules. Summarizes results…

Provides an overview of issues identified by undergraduate students through an evaluation of a distance learning course at the University of Wollongong (Australia) delivered in a distributed learning environment. Highlights include pedagogical issues and solutions; technological issues and solutions; and learning support issues and solutions.…

Reviews evidence for the effectiveness of electronic surveys as evaluation methods for electronic courses and discusses issues in email and Web survey methodologies. Describes the successful use of Web-based surveys in the evaluation system of the University of Sydney Medical Program and includes recommendations for online survey use in course…

Relates why educators should embrace tests as tools for transforming teaching and learning. States that rigorous and meaningful testing can help ensure the academic achievement of all students. Further, useful education assessments must make clear what they measure, and they must measure what educators value most. (Contains six references.) (WFA)

Surveyed psychology majors and other graduates of Southeast Missouri State University for the years 1983-1985 regarding their evaluation of undergraduate education. Findings revealed psychology respondents, although resembling other majors in social and personal interests, differed in educational and career attitudes and were more likely to enter…

Discusses the structure, effectiveness, and problems of a format for an anthropology class called World Cultures. Basic research and anthropological concept lectures were delivered. An international and an American student were paired to research the international student's culture. Each pair then taught the class for a week. (JS)

Describes and presents an example of some of the techniques of "illuminative evaluation" of English-as-a-Second-Language courses, emphasizing the usefulness of summative evaluation and the involvement of students in evaluation. (Author/CB)