Based on the idea that learning is linked to personal relevance, this study examined knowledge retention of exercise physiology content between college athletes and nonathletes. No differences were observed between the groups. These findings have implications on understanding the relationship between personal relevance and memory. (Contains 1…

Discusses the importance of class attendance in academic achievement and success in the profession. (YDS)

Discusses various ways in which instructors can enrich an introductory college science course. Includes sections on special events and special topic courses. (Author/MM)

Highlights some ways that instructors of large lecture classes can effectively deal with such issues as inappropriate talking; tardiness; leaving early; sleeping, eating, or drinking during class; listening to music; or simply being discourteous. (SAH)

Discusses effective ways to improve teaching and focuses on self awareness, peer videotaping, and student feedback. Explains the practice cycle with five elements: set goal, practice, feedback, reflection, and adjustment. (YDS)

Summarizes some of the approaches to help personalize instruction and create a motivational learning environment in introductory biology courses. Suggestions for motivation include making the content meaningful, making yourself available, demonstrating that you care about students, creating student-oriented course features, and generating…

Claims that one goal of introductory college science courses should be to provide students with insights into what science is all about, and that this goal is important for science majors and nonmajors and should be able to be done effectively for both populations in one course. (MM)

Points out the lack of standards and benchmarks guides for college science teaching. Questions whether it is necessary to attempt to establish national science standards for college science teaching and considers professional development, motivation, and teaching strategies. Recommends teacher preparation experience for college science faculty.…

Provides helpful guidelines for creating exams and grading. Three main questions are addressed: (1) If it is known what content is important, then why not tell the students?; (2) Should students compete against each other or compete against course content?; and (3) What is the best way to handle cheating? (SAH)

If there are knowledgeable, well-prepared, creative, reflective, caring, and dedicated teachers in the classroom, students will learn. Shares some guidelines derived from 40 years of teaching to help instructors teaching K-16 science. (ASK)

Discusses the need for providing graduate teaching assistants (TAs) with training in pedagogy with the focus on preparing the future professoriate. Describes a general TA program for new TAs and a program for biology TAs at Syracuse University. Contains 20 references. (JRH)

Outlines some specific approaches and ideas that will add a new dimension to an introductory college biology course rendering it more motivational, personalized, and meaningful to the students. (GA)

Surveyed college teachers about teaching modes, use of instructional aids, conditions relevant to teaching, changes that could optimize teaching, and ways professional organizations can help. Selected results (based on 873 forms returned out of 2,050 mailed-response rate of 43 percent) are presented and discussed. (JN)

Determined the possible long-term effects of a precollege Student Science Training Program (SSTP) conducted at Syracuse University from 1961 to 1974. Responses from completed questionnaires (N=114, representing a 33 percent response rate) were overwhelmingly enthusiastic and positive about SSTP. Includes actual student comments about SSTP and its…

Identified 25 variables (12 of which were scale-specific) related to changes in students' conceptions of science. In addition, a comparison between teacher and student conceptions of science did not support the prevalent assumption that a teacher's conception of science is significantly related to changes in students' conception of science.…