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,…

Undergraduate and graduate training programs in the helping professions are important sites for professional acculturation of students, reflecting a powerful political process. By giving voice to students' narratives, faculty validate students' cultural perspectives and encourage them to question and challenge professional practices of the…

A cooperative learning approach in business administration courses is described, including projects and activities for three course types: management science; operations management; and mathematics education. Adaptation of the activities for specific classes is discussed, and student response to the method in one institution is examined. The…

Asserting that cooperative learning offers faculty the means to turn a tepid examination review and critique into a highly energized, active student learning experience, this paper describes a cooperative learning structure for an exam critique that motivates students to exercise their critical thinking skills and engage in deeper learning. (EV)

Concept maps are diagrams that show students how content is structured. This article asserts that they can be effective teaching and learning tools. It presents one method of concept mapping and several ways it can be used in the classroom. (EV)

Describes four types of concept maps (slash recall, linear, radial, pictorial) created and used by students at the U.S. Air Force Academy to improve comprehension and recall of reading assignments. Provides student examples of each type of map, which are often created on computers. (EV)

Suggests ways of using technology for the "Seven Principles for Good Practice in Undergraduate Education" published by the American Association of Higher Education (encourage contacts between students and faculty; develop reciprocity and cooperation among students; use active learning techniques; give prompt feedback; emphasize time on task;…

Asserting that cognitive maps can serve as a technique to review course readings in a small group format and allow students to both become familiar with course content and learn group processes. A sample map and evaluation sheet are also provided. (EV)

Discusses why collaborative activities in graduate student professional development programs are beneficial, provides specific examples of collaborative activities, notes some common concerns, and offers potential solutions. Also considers the role of program administrators or staff in collaborative activities. (EV)

Describes a recovery program for the rodent population on St. Kitts island in the Caribbean. Students read a case study and formulate a story incorporating some of the details and data provided in the story while also drawing on several evolutionary concepts studied in class. (SAH)

Describes a study used to assess student outcomes in general education science courses using different learning environments. There was no significant difference found in achievement in the different learning environments. Television and web students reported greater levels of interaction with the instructor and were more likely to report…

Describes a successful approach to integrating inquiry into college non-laboratory science courses for nonmajors by building on students' innate curiosity about natural disasters. (SAH)

Describes a collaborative project in which students and teachers work together to build a course web site for use as a classroom supplement. Students participate by progressively adding or enhancing the subject content on the site. (SAH)

Assess students' understanding of density with short-answer pop quizzes. The result was that the more opportunities students had to test, explore, and discuss the concept of density, the greater understanding they demonstrated of the subject. (SAH)

Outlines the types of learning styles and multiple intelligences as well as instructional techniques that work best with students' respective learning traits. (SAH)