Journal of College Science Teaching : 36(6)

Point of View
Valuing the Prerequisite Course: Do You Respect What You Require? Or Do You Send Mixed Messages to Your Majors?

Research & Teaching
Improving Students’ Perceptions of Benefits of Science Demonstrations and Content Mastery in a Large-Enrollment Chemistry Lecture Demonstration Course for Nonscience Majors

Feature
 A Professional Development Teaching Course for Science Graduate Students

Integration of Field Studies and Undergraduate Research Into an Interdisciplinary Course: Natural History of Tropical Carbonate Ecosystems

Improving Advising in the Sciences: Analysis of the Educational Environments of Science- and Math-Related Majors

Designing and Implementing a Hands-On, Inquiry-Based Molecular Biology Course

Is Collaborative Grouping an Effective Instructional Strategy? Using IMMEX to Find New Answers to an Old Question

A Simple Approach to Improving Student Writing: An Example From Hydrology

Meaningful Involvement of Science Undergraduates in K–12 Outreach

SCST
Teach for Understanding Before the Details Get in the Way

The Case Study
Using a Case-Study Article to Effectively Introduce Mitosis

Favorite Demonstration
The Nature of Color Subtraction: A Guided Inquiry Experience

Editorial
 Creeping Passivity