Good teaching involves making decisions about the organization of course content, leading students toward comprehending course material, and providing evaluative information (testing) to enhance long-term retention and retrieval. Though teaching is often evaluated by students and peers, self-appraisal is the most significant "feedback" most…

Describes an introductory educational statistics course taught at the University of Maine using an interactive computer system for graduate students having no skills in statistics or computers. Details given include course schedule, instructions for using terminals, statistical packages and files, and a sample file and deck setup for SPSS. (EAO)

Guidelines are provided for identifying and integrating the context of ethnic and minority group history, sources of information are reviewed, and the use of local history is discussed. Examples of ideas and techniques for classroom instruction are provided. (MSE)

A seminar was developed to increase students' learning opportunities in respiratory disease and to identify common problem areas in hospital medical care. It provided practice in clinical diagnosis and patient management by promoting dialog, faculty feedback, and self-evaluation. Specific case studies are used for discussion. (MSE)

The unique technical writing needs of the nonnative professional are identified, and their implications for course design and materials development are outlined. It is argued that recent research on the dynamics of reading technical English can be used to improve technical writing instruction for nonnatives in industry. (MSE)

An introductory course required of all new doctoral students in higher education at the University of Pittsburgh is a two-term, multiple-credit course that involves 50 students and 25 faculty annually. The seminar's purposes, instruction, and organization are described and related to substantive issues of program curriculum. (Author/MSE)

Offers a model which can be used to describe any given second language teaching method, as well as analyze different methods for their internal adequacy, similarities, and differences. (EKN)

Describes a study in which semantic differential scaling was used to quantify students' perceptions of courses in five Colleges of Education in England. Factor analysis reveals four main dimensions in semantic space: value of the course; intellectual breadth and depth; lively approach to teaching; and organization of the course. (AM)

Structure of physics can be treated as an instructional variable by teachers who make the choices: defined versus derived concepts, operational versus paraphrase definitions, and theoretical versus empirical relationships. Operational definitions and empirical relationships are recommended for beginning students; paraphrase definitions and…

Discusses a program outline for French language instruction covering the first four years of study and five levels. The GLAFLL program (Graded Levels of Achievement in Foreign Language Learning), under study at the Education Center of Edinburgh, is based on the communicative competence approach and stresses student participation. (MES)

Suggestions are given and experiences related on the content and organization of a graduate course in the history of higher education in the United States. Course rationale, objectives, teaching methods, and syllabus development are discussed. (MSE)

Describes an alternative approach to retraining courses for unemployed executives--management and professional personnel--in which a more personalized, self-pacing learning structure accounts for the unique difficulties of these students. (MF)

The authors provide criticisms of the teaching of organic chemistry in the United States. They suggest that changes be made in the method of presentation of the material, with topics introduced early in the course providing framework for subsequent material. (Author/SA)

Preparation is the most important stage in teaching and is the foundation upon which all effective instruction is based. The preparation stage consists of making a lesson objective, gathering information and materials, writing a lesson plan, rehearsing, and making final arrangements. (LRA)

Describes a year-long collaboration to teach legal research and writing alongside civil procedure. In fall, civil procedure topics were used for writing assignments, in combination with simulation and demonstration exercises based on that case. In spring, students wrote briefs on motions to dismiss and motions for summary judgment in a second case…