Discusses the place of values in the pedagogy of higher education, specifically how transcendent values might play an important role in teaching. States that, while there is no agreement as to the proper role of values in the classroom, teaching contexts can be viewed as value-rich environments. Argues that values themselves can serve as pointers…

Outlines the nature and benefits of curricular reforms designed to facilitate the development of students prepared for lifelong learning and responsible citizenship. States that these ends may be achieved via the integration, into existing curricula, of a comprehensive overview of the phenomena of interest to scholars, the types of theory and…

Describes a study that analyzed the Educational Testing Service's (ETS) Tasks in Critical Thinking as a measure of college student critical thinking skills. Reports that difficulty levels of the Tasks and Skills were not consistent--overall, the number of general education courses taken did not affect student performance on the task, and students'…

Argues that most curriculum changes within colleges and universities have been implemented on a short-term, piecemeal basis. Suggests that research examine how curricular change can be accomplished over time and across programs, as well as what cultural considerations affect the effort. Details problem-based learning changes instituted at Samford…

Describes the problem-based learning (PBL) format adopted by the communications program at Samford University in Alabama. Consists of two semester classes, the first being an introduction to speaking and writing, and the second emphasizing research and argumentation. States that the PBL approach to the course connects service learning to writing…

Argues that problem-based learning (PBL) shows students that the best scientists are not those who memorize facts, but rather those who apply facts in a creative manner. Explains that the author, who incorporated group learning into a general education science course, found that PBL led to increased class attendance and participation. (Contains…

Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…

Argues that the discipline of geography needs to be transformed from a declarative enterprise based on facts to a problem-based enterprise, particularly in light of the shrinking world community. Describes the ways in which a geography instructor addressed the problem-based learning struggle between process and content. (Contains 23 references.)…

Describes the ways in which a problem-based learning (PBL) approach to teaching precalculus can prepare students for calculus by helping students develop a conceptual understanding rather than learning through symbol manipulation and memorization. Discusses the exponential, trigonometric, polynomial, and rational function modules employed. (NB)

Describes the results of an assessment of the Problem-Based Learning (PBL) Initiative at Samford University in Alabama. States that surveys were sent to faculty and students in PBL and non-PBL courses. Reports that PBL students were more likely than non-PBL students to agree with positive statements regarding educational outcomes. (NB)

Argues that it is critical to assess the extent of students' cumulative learning in problem-based learning (PBL) undergraduate education. Discusses five myths about this assessment process, including (1) there are no instruments that assess skills, attitudes, and knowledge associated with PBL; and (2) we can only assess what students learn within…

Describes workshops designed to set standards for freshman technological literacy at James Madison University (Virginia). Results indicated that about 30% of incoming freshmen could meet the standards set initially; by the end of the year, an additional 50-60% could meet them. Provides recommendations for standard setting in a general education…

Describes a study that found that students who were about to complete their undergraduate diversity requirement exhibited significantly less prejudice and made more favorable judgements about African Americans, compared with students who were just beginning this requirement. Emphasizes the educational value of diversity-related curricular…

Suggests ways in which instructors can engage students in large classes. States that short weekly written student responses can ameliorate the problems of dealing with large classes. Explains that such responses help students gain power over the material and assists in developing competence. (Contains 19 references.) (NB)

Argues that students benefit from a combined emphasis in general education on interdisciplinarity, civic responsibility, service learning, and writing. Describes an epidemics and AIDS course as a model for students wishing to enter the discourse and debates of society. (Contains 31 references.) (AUTH/NB)