Describes an approach to the instruction of science writing which includes both a collaboration between the librarian and the scientific writing teacher and the incorporation of ongoing and incremental library instruction that is integrated with the writing assignments. (DDR)

Describes a project known as the interactive lecture notebook in which students purchase an ordered copy of class notes in order to encourage better notetaking, save time and effort in lecture presentations, and involve students more actively in notetaking. Contains 16 references. (DDR)

Discusses the merits of investigative labs and how they change the role of students from passive direction followers to more creative and analytical thinkers. Focuses on the University of Minnesota's program in the Virgin Islands that involves undergraduates in research. (DDR)

Argues for the need for courses in waste management in departments other than civil engineering. Points out that although waste management is a business administration function, it is best performed from an environmental management perspective. (DDR)

Discusses the functions of the Working Group on Career Issues for Women Scientists. Functions include developing opportunities and support for the recruitment, retention, reentry, and advancement of women in biomedical careers. (DDR)

Describes procedures for a demonstration that features an exploding can. This demonstration prompts students to critically analyze the release of energy in an exothermic reaction, the work done in such a reaction, and the enthalpy. (DDR)

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)

Uses a case study of food poisoning from hamburgers at the fictitious Jill-at-the-Grill to teach the nuclear science behind food irradiation. Includes case teaching notes on the benign hamburger. (ASK)

Introduces the Chautauqua short course, held to devise strategies for professors, scientists, and other members of the science community to draw and retain women and minorities in science. Concludes that everyone has a role to play in sharing the interest, excitement, and joy of scientific discovery with women and minorities. (ASK)

Helps students connect science concepts with real world issues at New York's Baruch College. Fuses journalistic writing and research techniques into introductory science courses by requiring students to write journal articles based on knowledge generated during course work. Discusses successes and failures of this project. (ASK)

Introduces the Mass Media Mistake, an exercise in which students engage in a healthy skepticism of chemistry in the printed world, rewrite the example correctly, and discuss the consequences of the original error on the unsuspecting reader. (Contains 13 references.) (ASK)

Incorporates a library component into an experimental section of the Environmental Science/Resource Planning course for nonscience majors in which students experience the scientific methods of researchers and learn some basic library skills. (ASK)

Uses environmental impact analysis as a unifying theme to provide students with real problem-solving experiences without neglecting the principles and theories of the basic scientific disciplines undergirding environmental science. Provides information about stressed stream analysis, which connects environmental impact analysis and Great Lakes…

Introduces a study conducted to establish the relevance and significance of a new model to describe individual differences in learning patterns among college students in the general chemistry program. Concludes that individual students learn and demonstrate understanding in different ways, and understanding those differences makes for more…

Discusses the implementation of an agriculture course through distance education technology that focuses on course development, its evaluation, advantages, and disadvantages. (Contains 11 references.) (ASK)