Provides anecdotal information about the Science Learning Center and demonstrates how an academic support system for the natural sciences can promote a positive learning milieu, reduce science anxiety, and furnish additional learning modalities. (PR)

Explains the importance of introductory science courses and presents characteristics of exemplary courses. (PR)

Presents the ozone depletion story as an excellent case study for the integration of science-related social issues into the college science curriculum. Describes the history of ozone depletion and efforts to remedy the problem. Provides a lecture outline on ozone depletion. Discusses integrating other science-related interdisciplinary topics in…

Describes the Academic Excellence Workshops program at California State Polytechnic University, Pomona, as a potential model for an academic support system specifically designed for underrepresented students in math-based disciplines. (PR)

Describes how to create good physics programs in small colleges. (PR)

Describes using the course question: "How does chemistry (or biology) impact my personal life and society?" This course question is presented to students and forms the basis of the final exam. Students evaluate a current-events article using the question as a framework. Students explore the relationship between chemistry (or biology) and their…

Describes the use of practice weighings and handling of fluorescent compounds to assist in teaching students safe-handling techniques. (PR)

Describes problems in teaching problem solving and summarizes research in this area. Presents Guided Design or Guided Decision Making as a problem-solving approach in which groups of students work their way through a model of the problem-solving process as they wrestle with a discipline-specific situation. (PR)

Presents historical background and modern explanations for the popular demonstration of showing conductivity of solutions through the insertion of a light-bulb conductivity tester into deionized water and water with salt in it. (PR)

Discusses the needs and ways for professional societies to invest time and effort in two-year institutions. (PR)

Provides suggestions for college science faculty that may encourage educational research in postsecondary science education with an emphasis upon what kinds of research questions are worth pursuing. (PR)

Discusses the following questions for science faculty: What do we teach? How do we teach? How do we evaluate or assess what we teach? (PR)

Explains that women were more likely than men to have earned science degrees in liberal arts colleges and the frequent remoteness of senior professors in research-intensive universities may be the problem. Describes what can be done to make teaching assistants more effective. (PR)

Argues that, to make nonscientist students scientifically literate, they need to know the process by which science works, the so-called scientific method. (PR)

Describes problems with teaching embryology in the traditional manner. Presents a new approach where students prepare presentations, questions, and discussion topics. During laboratory periods, students conducted their own long-term research projects. (PR)