Intelligent Design continues to be a hot political and educational topic in some parts of the country. This discussion case study uses the dramatic setting of a public school board as it considers whether district science teachers should be made to read a statement to their classes identifying Intelligent Design as a competing theory to evolution that is worthy of scientific consideration. The relevant statement is in fact the one that was at the center of the 2004 controversy in Dover, Pennsylvania. This case would be appropriate in general biology or advanced courses where the focus is on evolution.

This case is based upon a real experience. It is written as an exercise for faculty to discuss, perhaps in a brown bag seminar at lunch time. In many ways it represents a rather common type of problem, cheating-what to do about it and how to prevent it. What makes the case more interesting is the cultural questions it raises and the issues associated with the use of peer evaluation and cooperative learning strategies in general.

This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.

By visiting schools we learn more about two approaches to school change and improvement: the school-as-organization model based on internal reflection and action; and the schools-as-community approach based on networking.

This module deals with school organizational change and development to provide the context in which systematic learning takes place, particularly in developing countries. It is designed for practising classroom teachers as well for those who play a role in school management. The module is likely to be most appropriate for practising teachers, and is potentially useful but probably not essential for introducing teachers-to-be to different kinds of organizational contexts. The focus on South Africa is easily adaptable to other contexts as the use of ideas and issues from the literature provide a common thread across all schools. The four sections of Creating People-centred Schools present a coherent progression. However, each section is downloadable as an individual unit.

Ideas on understanding change are taken forward into approaches to leading and managing change. School-as-organization approaches are compared with the school-as-community approach.

This introduction provides a rationale for the module, as well as its structure and content. We read how the writers intended the module to be used.

Beginning with a focus on South Africa, this section provides valuable coverage of approaches to school effectiveness and school improvement. We learn more about schools as learning organizations.

This provides an overview of organizational styles and the importance of cultures as well as structures in organizational models and change.

Visuals of how historical and social problems have impacted on schools. The fact that schools may also be badly managed leads to the question of how they might be better managed.

This case study on clinical practice, preparation, and acumen follows the story of Emily, an intelligent, hard working, and motivated student who yet encounters difficulties in the clinical fieldwork component of her senior seminar. A follow-up section of the case switches to the perspective of Dr. Haskins, Emily's supervisor in the clinic, who sees in Emily a student ill-prepared to deal with clients. Students read the case study and discuss a series of open-ended questions that explore various aspects of performing and supervising clinical fieldwork. The case can be used in introductory survey courses in the allied health field or education, with advanced students about to start their fieldwork, or with students finishing graduate work and about to become supervisors themselves.

Students in a teacher education course document their learning from multimedia cases of effective teaching and share their reflections with their peers and teacher educators.

The Network of Conservation Educators and Practitioners (NCEP) produces peer-reviewed teaching resources summarizing topics on conservation biology. Each module contains a synthesis document outlining the main concepts of a subject, a modifiable visual presentation, classroom exercises and solutions, teaching notes, and interdisciplinary case studies. For more information please visit <http://ncep.amnh.org> where all NCEP modules are available free of charge.

Whether Intelligent Design should be taught in a science classroom is a serious problem. This case study tackles the issue head-on by using intimate debate, a pedagogical structure in which small student groups are subdivided into opposing student pairs that take turns arguing each side of the issue. There is no audience for these concurrent mini-debates, and the session concludes with groups reaching consensus. This case study would be appropriate in general biology or advanced courses where the focus is on evolution.

This PBL case on Intelligent Design was written for freshman biology majors at a Christian liberal arts college. Students read about the claims and actions of proponents of Intelligent Design as they work for its inclusion in the high school science curriculum. In the process, students learn about the nature of science and the importance of evolution in the field of biology. More advanced students are given the task of critically evaluating one specific (and much cited) claim made by Intelligent Design supporters that the irreducible complexity of the bacterial flagellum suggests it cannot be the product of evolution.

This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.

This case study is designed to help students explore their attitudes about race and examine the complexity of racism. It also has been used to teach about the social psychology of unintentional racism, attribution theory, and institutionalized racism. The case consists of several parts. Students are given one part of the case and asked to engage in corresponding discussion and/or writing activities before moving on to the next part. The case has been used in a number of different settings: in an introductory psychology course, in which it was used as the focus of the social psychology unit; in a social psychology course, where it was used to accompany the unit on prejudice; and in a course on prejudice. In addition, it has been presented in a workshop format to faculty interested in reducing racism and improving multicultural programming.

Gail Harris reports on the ground-breaking ceremony for Roxbury Community College. The report includes footage of Bruce Bolling (Boston City Council) speaking at the ceremony. Harris interviews in-studio guest Brunetta Wolfman (President, Roxbury Community College) about the college. Wolfman talks about the new campus and the need to provide education and training to urban populations. Wolfman talks about a divide between the educated and uneducated populations in Massachusetts.

This site contains photographs of 22 igneous rock hand samples. Clicking on an image brings up a larger view of the sample. In addition, links to thin sections are available for some of the samples. Thin sections can be seen in both crossed polarized light and plane polarized light by moving the cursor on and off the photomicrograph. This resource is part of the Teaching Petrology collection. http://serc.carleton.edu/NAGTWorkshops/petrology03/index.html