Describes a successful approach to integrating inquiry into college non-laboratory science courses for nonmajors by building on students' innate curiosity about natural disasters. (SAH)

Describes a collaborative project in which students and teachers work together to build a course web site for use as a classroom supplement. Students participate by progressively adding or enhancing the subject content on the site. (SAH)

Assess students' understanding of density with short-answer pop quizzes. The result was that the more opportunities students had to test, explore, and discuss the concept of density, the greater understanding they demonstrated of the subject. (SAH)

Outlines the types of learning styles and multiple intelligences as well as instructional techniques that work best with students' respective learning traits. (SAH)

Describes how to teach a visually-oriented biology lecture and laboratory course to blind students. Using several techniques in the laboratory enabled a student to have a meaningful laboratory experience. (SAH)

"How the World Works" is an interdisciplinary science and mathematics course in which students design and perform their own experiments, analyze the data, and present their results orally and in writing. Evaluations indicate that most students learn how to do science and gain a better appreciation for science as a process. (SAH)

Outlines two notetaking techniques that assist students' learning, focusing, and scenario sequencing. Students apply these techniques in interactive notebooks that contain an organized and complete set of notes covering the course material prepared by the instructor. These methods focus the students' attention on the lecture material and involve…

Describes teaching-to-learn activities in a community service setting involving nonscience majors in an introductory natural science course at a community college, middle school students, and a Cub Scout pack of home schooled, elementary-aged children. (SAH)

Describes the importance of research activities for undergraduates at colleges and universities. Benefits to the student of direct or indirect research include increased knowledge, understanding, enthusiasm, interest, and curiosity about the material. (SAH)

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 the difficulties of student evaluation and explains several possibilities for assessment using the case study teaching method. (YDS)

Describes an active learning approach used in an introductory biology class and evaluates the project with student surveys. Presents students' answers to survey questions. (Contains 16 references.) (YDS)

Introduces the Towson Transition Course (TTC) which focuses on preparing students to be scientifically literate and describes the components of the course. Focuses on problem solving, gathering traditional and electronic information, using the case study teaching method, ethical scientific behavior, and evaluation. (Contains 33 references.) (YDS)

Describes the structure of the Towson Transition Course (TTC) and the methods used to teach effective science writing. Points out the importance of communication for scientists and presents common technical problems in students' writing including weakness in logic, audience- or discipline-related stylistic incongruities, plagiarism, and mechanical…

Uses an interdisciplinary approach in an organic chemistry course which integrates a pharmacology framework to incorporate meaningful connections between biology and chemistry. (YDS)