Two-semester Course Research Articles

A Comparative Evaluation of Videodiscs for General Biology

Electronic media are new tools that teachers are adding to the already conventional overhead transparencies, slides or video films (Falk & Carlson 1992). Videodiscs are one of the best of the new media in that they store a very large number of images, still and fullmotion, at an extremely low cost, and the images can be accessed in a second or less, and controlled exquisitely (Kramer 1991a). Videodiscs are being used by biology teachers in support of lectures (Duhrkopf & Kramer 1991), individualized instruction (Kramer 1991b), and in place of conventional laboratories (Leonard 1989; Fawver et al. 1990). How well videodiscs fulfill their promise depends on the quality and appropriateness of the images, as well as the ease of access and organization for presentations. The teaching community has fairly well agreed upon what should be included in textbooks for freshman biology, be it for a oneor two-semester course or a majors or nonmajors course, as well as what the ancillary printed manuals and guides should contain. In contrast, there is no agreement about the nature of the new electronic media. The extant videodiscs for general biology are each a distinctive creation, reflecting the fact that there are no standards, conventions, or widely-accepted guidelines to shape the products. The producers of these disks are to be commended for their pioneering efforts in providing different models. Out of their efforts will come awareness of what is functional and useful as well as what is not successful. One thing which becomes immediately obvious to the user of these biology discs is that what may work well as a textbook illustration can be a confusing, unattractive image on the current low-density video screen where the resolution is poor compared to the printed page. It apparently is not understood by some of the producers of the videodiscs that only certain items are appropriate for the video screen and many are not. The videodisc should not be thought of as a substitute for the printed page or for the overhead transparency or slide. There is no better medium for words than the textbook. There is no medium that is superior to the transparency for the lecturer to explain complex structure or interactions. With an overhead transparency one can point to specific items or focus the student's attention on fine detail. This is not as feasible with the video screen, even if the player allows imposition of pointers or a few lines of script. However, the videodisc can provide unique contributions to the instructional environment, but there are limits to what it can do comparatively well. Three years ago, Kramer (1991a) provided a review of videodiscs for biology, both for general biology and specialized subjects. At that time there were three discs that supported general biology. Today there are at least twice that number and the newer ones are generally better than the older ones. Thus, it seems an auspicious time to take another look at the current crop of videodiscs. Following is a brief profile of the currently available videodiscs for general biology, with comparable information for each. The discs are designed for college-level general biology; they might be regarded differently if their intended use is for other grade levels. In the descriptions that follow, animations means animated graphics; movies means moving pictures of real objects and events. Single-sided discs have a continuous run time of about 30 minutes; double-sided discs about 60 minutes. Software is available in Macintosh and IBM-compatible versions.

A Constructivist Approach to "Human Behavior and the Social Environment I"

This paper describes a two-semester foundation course in Human Behavior and the Social Environment, taught from a constructivist perspective. Three levels of constructive activity, related to different intellectual conditions, are identified: the individual, the interactional, and the social-cultural. Questions addressed include: (How) can developmental theories and systemic/cybernetic theories be taught from this perspective? An analogy is drawn between the epistemological demands this course makes of students and the epistemological position of the field.

Biblical Hebrew: An Introductory Grammar

Comprehensive in scope, this carefully crafted introductory grammar of Hebrew offers easy-to-understand explanations, numerous biblical illustrations, and a wide range of imaginative, biblically based exercises. According to Page Kelley, his book is not so much for seasoned travelers as for those who are just starting out on a strange and wonderful journey. The book consists of thirty-one lessons arranged as follows: the nonverbal aspects of the language (lessons 1-10); the verb forms and their functions, with special attention to the strong verbs (lessons 11-20); the coordinate relationship of verbs, a topic alluded to but seldom developed in other grammars (lesson 21); and a comprehensive introduction to each of the ten classes of weak verbs (lessons 22-31). The grammar is accompanied by eleven complete verb charts, an extensive vocabulary list, a glossary of grammatical terms, and a subject index. Kelley employs a method that one reviewer has described as a cross between a straight presentation of grammatical principles and rules and a semi-inductive presentation of concepts through the exercises. Each lesson first presents new grammatical concepts, with biblical examples, and then provides reinforcing exercises that Kelley has judiciously selected from the biblical text (the exercises do not presuppose vocabulary and grammar not already covered). Deriving from the author's forty years of experience in teaching Hebrew to seminary students, and enthusiastically employed in its developing stages by instructors at a variety of colleges and seminaries, Kelley's Biblical Hebrew: An Introductory Grammar promises to be an excellent teaching tool with high potential as a textbook. Kelly has designed it for use in either a one-semester or a two-semester course.

Preparing Tomorrow's Psychologists for Careers in Academe

Most college and university professors devote more time to teaching than to research. For graduate students preparing for careers in academe, however, the emphasis is on research; typically, little or no time is devoted to the acquisition of teaching skills. The University of New Hampshire's doctoral program in psychology prepares students to be both researchers and teachers. Now in its 27th year, the program requires all third-year students to take a two-semester course, Seminar and Practicum in the Teaching of Psychology. Students perform well in the classroom, are successful in securing academic positions, and evaluate positively the program's dual emphasis on research and teaching.

INTEGRATING PRECALCULUS REVIEW WITH THE FIRST COURSE IN CALCULUS*

ABSTRACT Moravian College offers a two-semester course that integrates precalculus, problem-solving techniques, and calculus. The course, including reasons for the integrated course and some positive outcomes, and the materials developed for it are discussed. * Based on a presentation given at the Conference on the Teaching of Calculus held at Harvard University on 12–13 June 1992.

Biblical Hebrew: A Text and Workbook

A textbook for a two-semester course. Each of 55 lessons is built around a biblical verse or segment that generates the grammatical concepts to be taught. Annotation copyright Book News, Inc. Portland, Or.

A modern course in microwave engineering

A two-semester course in microwave engineering at the senior/first-year-graduate level has been developed over the last seven years at the University of Massachusetts, Amherst, MA. This course has a laboratory, and is modern in the sense that it includes contemporary topics (such as planar transmission lines, components, and circuits), the use of computer-aided design techniques, and access to state-of-the-art microwave laboratory test equipment. The course emphasizes fundamental principles and concepts, but also contains a large amount of design-oriented material with current ABET requirements in mind. The lecture material for this course has been refined to the point where a textbook is in the final stages of preparation.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Bringing an Interdisciplinary World View to English 101 - The Library's Involvement

Washington State University received a National Endowment for the Humanities grant to offer a pilot two-semester World Civilization course as part of the general education core curriculum. Two reference librarians were selected as members of the interdisciplinary faculty group to design the course, to relate it to the required Freshman Composition (English 101) course and to ensure the integration of basic library use skills. The two librarians were asked to develop library/classroom integrated assignments to meet course objectives and to serve as models for those teaching the course. The focus of the assignment is on selection and evaluation of information sources that approach a topic from a particular viewpoint (i.e., liberal, conservative, or middle-of-the-road), provide a popular or a scholarly treatment of the topic, and reflect a targeted audience approach (e.g., layperson or professional).

Advanced engineering electromagnetics, by Constantine A. Balanis [Book review

This volume is a welcome additin to the collection of texts available for adoption in graduate electromagnetic theory courses. Given its length, collection of topics, and readability, it is clearly appropriate for a two-semester course in advanced electromagnetic theory. It also will find considered use as a reference text

Observations on the Use of Textbooks in the Teaching of Principles of Economics

My assignment today is to discuss the uses and potential abuses of textbooks in the principles of economics course.' As I have dealt with my views on teaching macroeconomics and on the use and abuse of graphs in the principles course in a previous issue of this journal, I shall not discuss these matters in depth here. Before I present some of my opinions concerning this issue, I believe it is only proper for me to provide a little background. I have been teaching principles of economics at Stanford on and off for almost ten years. In the course at Stanford-as in the principles course at most other universities-the course instructor presents several lectures per week to throngs of undergraduates, mostly freshmen and sophomores, who also meet once a week with a graduate teaching assistant in small sections of twenty-five students. I am aware that there are other modes of teaching principles at other universities, perhaps the second most common being several meetings a week with a graduate teaching assistant and periodic professional lectures to the entire course enrollment. There is also substantial variance in the length and nature of time devoted to principles of economics at various universities. Perhaps most common is a two-quarter or a two-semester course, partly reflecting the traditional micro/ macro division, which is becoming decreasingly sensible in teaching principles (how anyone can be serious about teaching macro to students who have not had micro, and simultaneously avoid repeating much of what is taught in the micro half of the course, is becoming increasingly incomprehensible). In other universities, a one-quarter or one-semester introduction, designed both as a feed-in to intermediate micro or macro for majors and as a general service course for all students, is offered. Some universities even have the luxury of offering both options. Although information on textbook use and sales is notoriously unreliable, as near as anyone can tell far more than one million college students a year take the principles of economics course. Also, studies of retention levels indicate that, for whatever reason, our students are not retaining for even a year or two much of what we try to teach them.

Teaching digital hardware by using complex lab projects

Indiana University's Department of Computer Science teaches digital hardware organization and design as a two-semester course sequence at the senior/graduate level. The courses are four credit hours each and have classroom and laboratory components. Our goals have been to provide a firm foundation of theoretical and practical knowledge of digital hardware so that our graduates can understand electronic devices, design digital hardware, and work effectively on large projects with engineers, scientists, and managers. In the laboratory our students confront a small number of large and complex problems, with few or no small-scale isolated experiments. This philosophy is consistent with the approach usually taken in the software areas of our curriculum—to try as best we can to teach the student to cope with the complex issues found in real-world problem-solving. Achieving this goal in the digital hardware instructional laboratory requires a substantial commitment of funds and faculty and staff effort.

An Integrated Modular Approach to Teaching Introductory Economics

The authors describe the design and administration of a large two-semester course in principles of economics that permits both students and faculty some choice of both subject matter and meeting times during the semester. Students complete a standardized nine-week core and are then allowed to select topical modules. Advantages and disadvantages are discussed.

Organic chemistry for health-science students (the authors reply)

Importance of time limitations in teaching general, organic, and biochemistry in a two-semester course.

A Case Study of Three Approaches

This article will examine three interdisciplinary courses in the Lakeland College curriculum. Recently I par ticipated in either the course planning, evaluation or instruc tion in the following areas: a thematic analysis of the question of man's freedom of choice, an historical over view of world civilizations and a topical investigation of the European Holocaust. Two of these courses ran one semester and each was team-taught either in the Social Science Division (World Civilization) or with members of the Humanities Division (Holocaust and Understanding of Human Nature). I will focus my interpretation of what interdisciplinary social science courses can mean for stu dents and teachers by analyzing the content and exit expectations of each course. The history department has offered a two-semester course on World Civilization which serves as the social science divisional literacy requirement. Students in the Natural Science and Humanities Divisions must pass this course as partial fulfillment of the college's basic curricu lum. Although I have not coordinated the course, I have occasionally lectured in it and have helped evaluate it for our division. Its problems are obvious and result mostly from the fact that it is the only required interdisciplinary course in the social sciences. Each department, therefore, feels shortchanged; each is certain that a literate graduate of the college should master more material in its particular subject area than is currently included in World Civiliza tion. While guest lecturers have provided a partial outlet, no member of the Social Science Division is altogether pleased with what we have created. Perhaps the single

A Systems Approach to Teaching Microcomputers

A two-semester course which teaches a systems approach to microcomputer system development is described. The course deals with the systematic design of both software and hardware. It presents a methodology which is easily learned and has been proven costeffective in an industrial environment.

A project-oriented undergraduate course sequence in software engineering

The design of a two-semester course sequence in software engineering is described. These courses, offered at the undergraduate level, are centered around student projects developed in conjunction with local industry; the projects are used as a focal point to motivate and teach software engineering concepts and tools. The goal of the courses is to provide the student with an overview of the entire software development process, experience as a member of a project team, and exposure to a real-world software environment. This paper describes the course organization and topics, and techniques for project selection and monitoring. Results and experience gained to date with this approach are also discussed.

Random Thoughts on Detachment and Professionalism in Moral Philosophy

This paper will be largely concerned with something the reader probably already knows and secondarily with discussing recent trends in moral philosophy. I shall begin with what was, at the time that I first heard it, meant to be a joke. About twenty years ago, a teacher of my acquaintance regularly taught a course in ethics, or moral philosophy. It was a twosemester course, covering Epicurus, the Stoics, Plato and Aristotle, and possibly Hobbes in the first semester, then moving on to Butler, Hume, Kant, the Utilitarians, Sidgwick, and Moore-plus whatever else he could finish in the time allotted. One year, at the end of the first semester, a young lady visited his office with a request:Sir, I can't be here for the second part of the course, so I wonder if you could tell me now: What is the Good? The professor thought this extremely funny. This naive child actually expected a course in moral philosophy to supply her with concrete moral advice and to clearly delineate the scope and content of the good life! The first major point to be made-which, I think, many of us are likely to forget-is that as late as 100 years ago in American colleges the young lady's request would not have been considered funny at all. In his recent book, The Rise of American Philosophy: Cambridge, Massachusetts, 1860-1930, Bruce Kuklick makes this comment, which deserves to be quoted at length:

Writing Efficiently. A Step by Step Composition Course

grammar practice in order to write well. The text most likely will appeal to those who have found that correct grammar has little to do with effective written expression (as exemplified by the majority of native speakers who have control of grammar yet fail to write effectively). For, with grammar relegated to a brief and indirect Clues for Correction . section, this text is much like the rhetoric books currently popular in freshman composition courses. At the same time the book definitely caters to a non-native audience. For one thing, it has the flexibility to meet the differing demands of various ESL teaching programs: there is enough material in the two main chapters of the five-chapter book for a two-semester course, but, depending on the level of the students, only the less advanced or only the more advanced chapter may be covered in one semester without loss of coherence. Not only that, Seale opens with a section on thought patterns, mentioning briefly Kaplan's research, not new but little known to students, indicating that different languages have different patterns of thought: a useful idea in lowering student resistance to the patterns of English. Also, Seale has generally managed to be brief in her rhetorical advice, so that slow readers do not have to spend more time at reading about than at itself. And finally, the author uses student models throughout the book; some are successful and some are not, but all contain foreign idiosyncrasies which help students to see their own more clearly. But, aside from these features which establish the text as one geared for foreign students, much of its content is akin to that found in rhetoric books for native speakers, presenting organizational and logical principles which serve as guides in the process of writing. And process is the keynote here. Rather than focusing on the finished product, Seale from the beginning gets students into the step-by-step process of she describes as plan-write-judge. She focusses on the planning stage and in the two chapters which are the meat of the book presents a series of controlled assignments which build on one another. Each consists of a short introduction-a precise description of the assignment: its purpose (making an observation; critiquing an argument; etc.), its organization (illustrated by outlines and skeleton paragraph diagrams), and format (number of pages, number of paragraphs, even number of sentences per paragraph)-followed by a long preparation for writing section with excellent student examples, and in some cases checklists to guide the step by step process. Having gone through the plan and write stages of the process, the students can then judge their own or their partner's by referring to the fourth chapter of the book: Judging and Polishing Paragraphs and Themes the chapter containing the aforementioned Clues for Correction .. section, as well as a Summary of Weaknesses section which is rhetorically based, a section

A two-semester course sequence in introductory programming using PL/1—a rationale and overview

In 1975 a major curriculum revision which converted an introductory first course using FORTRAN and a second course using PL/1 into a two-semester PL/1 sequence was made. The initial rationale and motivation, including an analysis of the potential audience and alternatives, is discussed. An overview of the individual courses, the distribution of topics, and our experience with the two courses is given. A review of this three-year old decision and another analysis of alternatives, especially in the light of the trend towards PASCAL and increasing emphasis on program verification, is made. Our conclusion is based on language-independent factors arising from our attitude towards programming and certain larger curriculum issues and is that our PL/1 sequence should be retained.

Constellation course: Interaction between the sciences and the arts

A two-semester course is discussed that focuses on the idea that developments in the sciences and the arts together reveal a constant process of mutual influence and cross-fertilization. The course develops this thesis using examples from physics, art, literature, and philosophy from Greek times to the present day.