The third of four levels in a K-12 science curriculum is outlined. In Level 3 (grades 6-8), science areas include life science, earth science, and physical science (physics and chemistry). Conveniently listed are page locations for educational and instructional objectives, cross-referenced to science area (i.e., life science, animals, genetics)…

Based on a minicourse taught by the author for students in grades 7 through 10 at the Mountain School (Lookout Mountain, Georgia), this curriculum guide provides for the integration of several curriculum areas into the teaching of leathercraft. Contents include (1) concepts and objectives for the course listed under the headings of language arts,…

Reported are the results of a survey of 60 professional soil scientists which was designed to rate and rank courses that should be required for a baccalaureate degree in soil science. Lists the rankings and ratings, along with the resulting core courses and a proposed year-by-year sequence. (TW)

Claims that most instruction dealing with genetics is limited to sex education and personal hygiene. Suggests that the biology curriculum should begin to deal with other issues related to genetics, including genetic normality, prenatal diagnoses, race, and intelligence. Predicts these topics will begin to appear in British examination programs.…

Describes a generalist chemistry program being offered as a part of the liberal arts program at the University College of the Australian Defence Force Academy. Provides a rationale for developing the new generalist curriculum and contains syllabi from two chemistry courses in the program. (TW)

Discusses the status of continuing engineering education in the United States and emphasizes the need for career-long learning in engineering. Presents some perspectives from industry and academia regarding continuing education, along with the role of professional engineering societies in career development. (TW)

Describes an experimental program begun in Virginia which utilizes instructional television systems to provide part-time engineering instruction for employees of nearby industry and government laboratories. Presents data collected comparing on-campus and "television students." Discusses the results of student course evaluations and ways…

Reports on a study designed to describe the extent to which practicing engineers participate in formal and informal learning activities. Suggests that informal methods are used more often than formal methods. Discusses these informal methods and suggests that educators give them more recognition. (TW)

Explains the approach taken at Colorado State University in a collegewide undergraduate computer-aided design (CAD) course. Reviews the topic areas covered, project requirements, and assesses the use of high-performance graphics devices. (ML)

Describes a course offered at Tufts University (Massachusetts) to engineering students entitled "Technology as Culture," which attempts to show that technology is a strong determinant of social structure and a prime factor in causing cultural change. Includes an outline of the four-part lecture schedule. (TW)

Differentiates among science, engineering, design, and technology. Examines recent recommendations that accreditation criteria for engineering science and engineering design be changed. Provides five guidelines for the development of design experiences which would permeate the entire chemical engineering curriculum. (TW)

Explored are the possibilities of teaching engineering through a project approach. Discussed are the introduction, clashing cultures of industrial and engineering design, skills required of a designer, teaching approach to the total design activity, CAD/CAM experiences, and conclusions. (Author/YP)

Describes previous experience and proposals for engineering design courses in a mechanical engineering undergraduate program. Discusses the proposed future courses including content, curriculum hours, aims, and syllabi; staff development; facilities; and conclusions. (YP)

Argues that the recent "crisis" in science education was unfounded. Claims that the reduction in federal funding through the National Science Foundation in 1981 was the real problem that precipitated the concerns about scientific literacy. (TW)

Provides an overview of the Physics and Technology project, which is being conducted by the Eindhoven University of Technology (The Netherlands). Discusses the aims and structure of the project. Describes the development, structure, and content of the five courses developed thus far. Addresses the use and evaluation of courses. (TW)