Outlines a course designed to help students write about scientific topics for particular audiences and to develop the writing skills they need as students and as professionals. Defines the role of the instructor in such a course. (DDR)

Presents strategies to motivate at-risk students to take advantage of campus remediation resources. Strategies include identifying and responding to these students through a study skills remediation program and improvements in the general chemistry course. (DDR)

Provides guidance and some guidelines for those trying to gain support for classroom innovations. Includes a chart of some influencing strategies and research-based accounts of some methods that can be employed to garner support. (DDR)

Purports that a good case tells a story, focuses on an interest-arousing issue, takes place within the past five years, creates empathy through the central characters, contains quotations, is relevant to the reader, must have pedagogic utility, provokes conflict, forces decisions, has generality, and is short. Includes examples. (DKM)

Describes a study designed to assess students' understanding and acceptance of the credibility of the scientific evidence supporting evolution. Discusses results and implications and offers thoughtful advice to professors on how to ameliorate the divisiveness resulting from this controversy. (DKM)

Reviews the book "Methods of Effective Teaching and Course Management." States that the book is not a guide to successful teaching, rather it provides insightful passages upon which readers can begin to reflect on their own teaching style. This book is highly recommended to science educators committed to educational reform, effective teaching, and…

Miles Pickering joined the Princeton University staff in 1976, became director of the undergraduate chemistry laboratories in 1981, and was a chemistry department lecturer and senior staff member until he died in 1991. Focuses on his inspiring publications in the "Journal of College Science Teaching" and the "Journal of Chemical Education."…

Discusses the implications that technology may have for education in developed countries and developing worlds. Concludes that, to address these issues, educators must not fear technology nor be awed by it. (DKM)

Describes a teaching model called Content-Process-Application-Evaluation (CPAE). Discusses this approach as a means of bridging the gap between teacher training programs and the sciences. (NB)

Describes the development and implementation of an investigative laboratory class. The new laboratory design has been determined to be a success by faculty, teaching assistants, and students. Includes a sample laboratory description. (DKM)

Describes a remedial college course in which discovery-based teaching and physical models are employed to teach students how to think. Discusses program content, program structure, program goals, results of the course, and the impact on student success in future science and math courses. (DKM)

Describes laboratory and lecture activities in an introductory cell physiology course that encourage students to start thinking of themselves as scientists. (DKM)

Discusses barriers and benefits to active learning teaching approaches. Gives some suggestions for implementing change. Contains 16 references. (DKM)

Presents a conflict scenario for a case study on whether there is evidence of past life on Mars. Includes details about the use of this case study in developing an interdisciplinary approach to scientific ethics. (DDR)

Challenges the accepted view in America that the modern undergraduate student takes longer to graduate than the traditional four years. Evaluates a 10-year record of geoscience students who graduated from three programs. Contains 17 references. (DDR)