Reports on a study of participation, achievement, and attitude in cookbook and inquiry-based introductory biology laboratories through observations, interviews, and attitude/knowledge surveys. Participation differences between men and women disappeared in the inquiry-based laboratory. (Author/MM)

Describes how to adopt a Science Writing Heuristic (SWH) in an introductory college chemistry laboratory to promote a more positive attitude in students and better conceptual understanding of laboratory reports. (Author/MM)

Reports on the University of Arizona's Teaching Teams Program which allows students who know their course's lecture material and feel confident with their abilities to assist peers in understanding difficult concepts, completing projects, or solving complex problems. (Author/MM)

The standard textbook account of Kettlewell and the peppered moths omits significant information. Suggests that this case can be used to reflect on the role of simplification in science teaching. (Author/MM)

Describes a format for teaching a large introductory biology course that encourages student preparation prior to class and utilizes problem solving instead of lecturing. (Author/MM)

Reports on the creation of web-based exercises to support an existing course and tested their effectiveness. Students' academic performance on course topics associated with the modules they completed was over 3% higher than those they did not complete, and students believed the modules were a worthwhile exercise. (Author/MM)

Presents a field-based course in which students investigate various aquatic environments and their physical and biological components using fly fishing as a medium for learning. (Author/MM)

Makes the case for articles in this journal to have more references to enhance its status as a professional publication. Makes recommendations for authors as to how this may be achieved. (MM)

Shows how a common demonstration that consists of slowly heating sulfur powder in a test tube to illustrate sulfur's allotropic modifications can convince students of conclusions about the moon Io which they often find surprising. Describes the demonstration in full. (Author/MM)

Discusses various ways in which instructors can enrich an introductory college science course. Includes sections on special events and special topic courses. (Author/MM)

Describes the Irish National Stud and its relationship to science education. Includes the history of the stud and a full description of its grounds. (MM)

A generic teaching format in which students actively participate in a whole-class collaborative-learning experience is described. The entire class, divided into groups, made a joint effort to overcome a hypothetical outbreak of a new plant disease. High scores on an examination question concerning the project indicated successful assimilation of…

Research experiences are becoming increasingly available for undergraduate science students. Although many undergraduate research programs are designed with assessment-friendly outcomes as stated goals, a more personalized approach in goal setting can help administrators and mentors design fulfilling experiences for their students. Implementation…

Educational data indicate that the ability to write effectively is vital to the success of a scientist and is a skill that most science educators try to foster. Within the Grants-In-Aid (GIA) program, sponsored by the New Jersey Academy of Science (NJAS), 65 to 70 high school students are given guidelines on how to write a formal scientific…

The United States faces the critical task of graduating large numbers of individuals in mathematics, science, technical, and engineering fields. The first-year orientation course described uses female-friendly practices to provide support, promote academic success, promote major and career development in an MSTE field, and facilitate consideration…