CONTENTS -- Acknowledgments -- Introduction -- SCI Links -- How Do College Students Best Learn Science? -- CONSTRUCTIVIST LEARNING -- STUDENTS LEARN IN DIFFERENT WAYS -- RECOMMENDATIONS -- References -- Are We Cultivating 'Couch Potatoes' in Our College Science Lectures? -- References -- Getting There from Here -- WHY SHOULD I GO THERE? -- WHY I SHOULD NOT GO THERE -- SO HOW DO WE GET THERE FROM HERE? -- References -- Constructing Knowledge in the Lecture Hall -- Altering Study Habits -- Problem-Solving Session -- Assessment -- Approach Concerns -- Approach Benefits -- A Viable Alternative -- Acknowledgments -- References -- Active Learning in the Lecture Hall -- TRYING SOMETHING NEW -- STUDENT EVALUATION OF THE COURSE -- DISCUSSION -- References -- The Lecture Facilitator: Sorcerer's Apprentice -- Course Structure -- Finding Facilitators -- A Facilitator's Typical Day -- Survey Responses -- Everyone Benefits -- Acknowledgment -- Note -- Facilitating the Reading/Discussion Connection in the Interactive Classroom -- Acknowledgment -- References -- A Peer-Reviewed Research Assignment for Large Classes -- Collaborative, Peer-Reviewed Papers -- Electronic Bulletin Board -- Poster Presentations -- Grading -- Peer-Group Evaluation -- Intra-Group Evaluation -- Results -- References -- An Interactive Lecture Notebook-Twelve Ways to Improve Students' Grades -- Acknowledgments -- References -- Using E-mail to Improve Communication in the Introductory Science Classroom -- THE ASSIGNMENTS -- RESULTS -- CONCLUSION -- Acknowledgments -- References -- Using Internet Class Notes and PowerPoint in the Physical Geology Lecture -- PARAMETERS OF THE SMSU STUDY -- METHODOLOGY -- RESULTS AND DISCUSSION -- Class Survey -- Student Performance -- CONCLUSION -- References -- Creating Direct Channels of Communication -- Fostering Communication.

E-mail and Notebook Communication -- Content-Related Messages -- Procedural Messages -- Who Is Likely to Communicate? -- Final Thoughts -- Note -- References -- Using Action Research to Bring the Large Class Down to Size -- WHAT IS ACTION RESEARCH? -- SOME ACTION RESEARCH RESULTS -- DISCUSSION -- References -- Gauging Students' Learning in the Classroom -- Class Structure -- Administering the SALG Instrument -- Results of the SALG Surveys -- Comparison Between 1998 and 1999 -- Comparisons with the Modular Chemistry Classes -- Advantages of the SALG Instrument -- References.