The demonstrations presented in this article relate to everyday life, address interdisciplinary aspects, and have implications for the life sciences. Topics of the demonstrations are electricity calculations, astronomy, electrolysis of water, ester synthesis from butyric acid and pentanol, catalysis, and minerals. (PR)

Describes how one teacher and 46 general chemistry students used portfolios as part of the evaluative process. Argues that any worthwhile assessment must address questions about the inevitable impact of testing on students and their learning. (PR)

Discusses 10 myths of science including science finds answers to questions, science states causes, sample size is irrelevant to science, evidence can definitively confirm a hypothesis, scientists are always open to new ideas, peer acceptance of results is unimportant, science operates independently of society, science precedes technology, and…

Argues that community colleges can contribute to the pressing need to educate more scientists, mathematicians, and engineers. (PR)

Analyzes students at Saint Mary's College (Los Angeles) and describes changes that have taken place in the last decade in student preparedness, ethnic and cultural backgrounds, attitudes toward science, and learning styles. (PR)

Presents an interdisciplinary approach to introductory biology using a learning community model that addresses many of the American Association for the Advancement of Science's (AAAS) and Sigma Xi's objectives in the teaching of introductory science courses. (PR)

Describes a computer program to teach the concepts that underpin genetic mapping using a three-point test cross. The program is used in a sophomore-level course for biology majors that presents a rigorous introduction to genetics. (PR)

Describes problems Limited English Proficient (LEP) students have in learning science at the college level. Provides recommendations for teaching LEP students. (PR)

Describes a project to improve the science curricula and the science teaching skills of instructors in Houston-area two-year colleges in such a way that the program can be replicated in other locations. Two-year college faculty members were teamed with faculty from universities. (PR)

Describes a demonstration using a variety of clear solutions in which the instructor asks students whether the solutions appear homogeneous or inadequately mixed. The solutions are then induced to fluoresce with ultraviolet light to provide visible evidence of homogeneity or nonhomogeneity. (PR)

Asserts that the scientific literacy of the average person can be evaluated adequately only with a definition that involves thinking processes and ignores test-taking skills. (PR)

Comments on the Society for College Science Teachers position paper on introductory college-level science courses and encourages two-year college science faculty to respond. (PR)

Discusses aspects of quantitative experimental design to help college science faculty investigate college-level science instruction. (PR)

Explains that, to teach students how to solve problems, defining the problem should be the focus, and the skills to solve the problem should be analyzed. Differentiates between exercises and real problems. (PR)

Presents the findings of a task force on general chemistry. Among the findings are the course contains too much material, is not balanced, and too much emphasis is placed on developing rules for calculations. (PR)