Faced with mounting criticism, a professor suggests that universities show that they still care about the respect, dignity, and worth of every individual. (Editor)

How students can contribute to the improvement of courses is described by use of course evaluations. (Editor/PG)

Discusses the problems of grading, including the estimation by students of their own performance level. (Editor/PG)

An investigation demonstrates close agreement between peer versus instructor evaluation of student position papers. (Editor/PG)

Taking exams by teams results in more group interaction with increased learning and reduction in anxiety. (Author/PG)

A system that broadens the base of the standard used in grading and at the same time reduces variability within that standard is proposed. (Editor/PG)

Proposes that the ways in which professors test and grade largely determines what and how their students learn. (Editor/PG)

Findings appear to bear out the contention that students tend to support a more widespred use of pass-fail grading. (Editor/PG)

Lectures are perhaps appropriate to present material not yet published or for material to be presented only once and hence not worth publishing. The author feels that for most undergraduate teaching neither of these conditions holds. (Editor/PG)

Describes findings that indicate the use of trained undergraduates as discussion leaders in small groups may be preferable to professors lecturing to large groups. (Editor/PG)

This article deals with teaching accountancy but has wide applications. It describes the graduating teaching seminar, functions of the graduate assistant, computer accounting, honors sections, remedial sessions, report writing, and evaluation procedures. (Editor)