Uses the spectroscopic study by G.G. Stokes of the reversible "oxidation and reduction" of hemoglobin to illustrate how a series of open-ended group assignments and associated classroom demonstrations can be built around a single article in a way that integrates and illuminates basic concepts. (Author/MM)

Investigates the effectiveness of an Internet-delivered course by having one group of biology students learn the course material employing Internet resources while a second attends a traditional lecture-based course. By comparing student performance and attitudes using tests, surveys, and narrative interviews, concludes that Internet courses can…

Claims that one way to avoid the problems of high enrollment and minimal student-instructor interaction is to use lecture facilitators. Not only can facilitators help with group work, operate classroom technology, and perform demonstrations, facilitators can put into practice inquiry-based techniques. (Author/MM)

Suggests that having students read and analyze scientific articles gives them an understanding of scientific information as presented in the literature. Describes how after studying classic and recent research articles, students can answer homework questions individually and in groups that stress higher-order thinking. (Author/MM)

Discusses the role of campus counseling services, developmental needs of college students, the role of science teachers, and the benefits of collaboration between counselors and science teachers. (MM)

Presents a detailed lesson plan for demonstrating heterochrony and heterotopy. Includes a glossary of terms used in Evolutionary Biology. (MM)

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)

Describes an activity in physics using a narrative about a bet between a cheerleader who claims she can lift a 300-pound football player off the ground. Includes questions, teaching notes, and solutions. (MM)

Describes a teacher's reaction to the feedback gained from the administration of Elaine Seymour's Student Assessment of their Learning Gains instrument to her introductory biology classes. (MM)

Describes an interdisciplinary course which investigates ways in which chemical and mathematical concepts inform artistic techniques and art history trends. Outlines the course units and provides examples of their accompanying assignments. (MM)

Describes a molecular biology laboratory in which students study the role of the enzyme polygalacturonase in the softening of tomatoes during ripening by developing their own hypotheses and designing their own experiments. (MM)

Reports on a survey of faculty members (n=29) asking them to define active learning, to rate how effectively different teaching techniques contribute to active learning, and to list the three teaching techniques they use most frequently. Concludes that active learning requires establishing an environment rather than employing a specific teaching…

Reports on biology students in a large-class, active-learning environment using e-mail and in-class written notes for student-instructor communication. Results showed that most students sent e-mail messages and that about half were content related. Results showed no gender differences and that African-American Students were more likely to send…

Discusses methods for addressing at-risk factors in introductory physics and how they can be implemented. Offers recommendations for creating an effective program within the structure of a research university. (MM)

Reports on a study where students in a large introductory-level biology course brought one page of notes to their exams. Reports that student performance on exams showed a very limited correlation with the format or content of note sheets. (MM)