Academic librarians recognize that success in teaching college students library skills is likely only if library instruction is interwoven with regular teaching programs. Examples of ways in which librarians have involved the faculty in innovative joint programs are described. (LBH)

Describes a liberal arts physics course for all majors interested in holography or to satisfy the general education requirements. An outline of the course and some experience of offering it are given. (Author/GA)

Describes three different courses in physics at three different institutions Physics and electronics for four years heading to a joint-honors degree, physics of the senses as an optional unit for one year, and a course system to allow flexibility in timetable and freedom of choice. (GA)

Descriptions of undergraduate physics programs are given: physics with geophysics physics with solid state electronics, physics with medical physics, and honors physics. (MDR)

A discussion of the course work in and the various major options of the undergraduate physics program at the University of Warwick is given. (MDR)

Describes an interdisciplinary undergraduate level course which includes aspects of astronomy, biology, biochemistry, geology and physics. A description of the Keller style Personalized System of Instruction is included. (CP)

Higher education course designed to enhance personal and professional development of student personnel administrators through cognitive and affective activities. (Author)

Describes a chemical laboratory safety course presented at Western Michigan University. (SL)

Reports some reactions and opinions of the students to a course in nuclear and radiation chemistry using programmed instructional aids. Concludes that the findings were very favorable to the course. (GA)

Describes an innovative college history course which studied various operas and their librettos as representative of political and social history. (AV)

Principal features of Baylor's course are annually-revised lecture handouts, medically-oriented laboratory sessions with a manual written especially for the course, and clinical demonstrations of infectious disease. Improvement in student performance seems to be related to the course format, increased teaching proficiency, and allocations of hours…

In the office machines class at the University of Nebraska at Omaha students learn how to operate a new machine each week according to a rotation plan illustrated and described in the article. Because of the rotation system, classwork is mostly individualized. Course objectives, instructional procedures, and a breakdown of duration and grade value…

An attempt to replace a tradition of theoretical rote memorization by objective-oriented learning is described, based on an experiment involving teaching anatomy to dental students at the Royal Dental College in Copenhagen. Both students and teachers favored this independent learning system. (Author/LBH)

Offered as an independent, elective, one-credit course available to second-year pharmacy students, a life support course has been taught at the University of Nebraska Medical Center by instructors certified by the American Heart Association. Course structure and materials, student response, and course evaluation are discussed. (LBH)

Three objectives are described: (1) teach methods for applying the principles of pharmaceutical technology to institutional services involving drug safety, efficacy, and administration; (2) develop student skills in drug-delivery systems within hospitals; and (3) encourage technology application within a clinical setting for better patient care.…