The leadership qualities and the educational values that A. Bartlett Giamatti brought to university administration are discussed, and his opinions on the role of the university are reviewed. (MSE)

An introductory science course for majors and nonmajors at Hampshire College promotes inquiry during the first semester at college by developing students' abilities to read primary research literature and construct scientifically answerable questions. Using students' mistrust of science is seen as a positive way to develop independent, critical…

In one technical writing course, students write frequently in journals in a variety of exercises, including summarizing articles for other students, responding to topics introduced in class, writing drafts of papers, and clarifying teacher comments. The technique has proven effective in helping students organize thoughts and develop writing…

In writing workshops for college faculty, participants interview each other and write reports of the results, to be critiqued and revised collaboratively. The method teaches writing processes, encourages the integration of writing into courses, and provides a model for teachers to offer workshops to their colleagues. (MSE)

The assignment of frequent, short, specific writing tasks related to reading assignments encourages active reading of the text, does not overwhelm poorer readers, and teaches important lessons about proof, quotation, and economy in writing. (MSE)

One teacher adopted a language teacher's method of calling on students without causing embarrassment by moving quickly from one student to the next, not penalizing students who were unable to respond, praising freely, and using humor. The technique encourages participation and self-confidence. (MSE)

A course in non-visual art offered as part of a general education requirement has both blind and blindfolded students exploring aspects of art, primarily tactile and auditory, usually de-emphasized in art education. (MSE)

College teaching practices and organizational behaviors affecting them are examined according to key principles identified in a popular book on management, "In Search of Excellence." It is proposed that higher education institutions are not very different from corporations and can benefit from their experience. (MSE)

A discussion of strategies for helping the growing number of students with learning disabilities succeed in college work looks at classroom and organizational techniques the teacher can use, the value of notetaking and test-taking skills, and the advantages of coordination between faculty and related school services. (MSE)

A case study writing exercise used in a course on parasitology was found to be a powerful learning experience for students because it involved discipline-based technical writing and terminology, brought the students in as evaluators, applied current learning, caused interaction among all students, and simulated real professional activities. (MSE)

Behaviorally anchored rating scales, designed as a performance assessment tool, are applied to the assessment of student participation in classroom discussion for grading purposes. Specific instructions are given for introducing the scales in class and involving students in their use. (MSE)

To gather evidence in support of the relationship between writing and learning, a controlled experiment in a course in foreign policy analysis was introduced. The students who wrote more did not receive higher grades than those who had the traditional lecture format. (MLW)

A workshop model on presentation skills for teachers in the classroom is presented. The goals and techniques would apply to many teaching situations in the college classroom, as well as lectures and symposium presentations. Making a personal connection, focusing on audience, and empowering the audience are discussed. (MLW)

In order to encourage instructors interested in collaborative classroom approaches, the College of Continuing Education at the University of Rhode Island sponsored a series of workshops and informal discussions. A telephone survey of faculty was undertaken to learn the ways they were using collaborative approaches in their courses. (MLW)

Implicit theories held by graduate teaching assistants were investigated. Information related to their theories-of-action was elicited through interview questions about what they mean by teaching, about how they respond to everyday classroom events, and about assumptions they make regarding those events. (MLW)