A professor of sociology and anthropology chronicles the development of a course in environmental problems, beginning with inquiry into the issues and culminating in design of a course focused on research and discussion rather than lectures. Students responded positively to the exploration of multiple perspectives, particularly those at the…

Presents a conceptual framework for planning and conducting the first session of an adult education program. Indicates that the purpose, expectations, roles, and content of the course should be presented to the students at the beginning. (JOW)

The undergraduate course in agricultural ethics has been under development at Texas A&M University for four years. The course that has evolved is the result of discussion between the philosophy and agriculture departments. The course attempts to incorporate basic economic principles that affect agriculture as well as to tie these principles to…

Proposes a course in business communication that includes international or global perspectives in its philosophy, content, and assignments. Includes a syllabus, a scheme describing how the course is taught, a communication audit plan, a capstone project, and a sample reading list. (SR)

Shares an alternative (and tested) approach to teaching the small group communication course, which includes discussions of race, gender, and class as important communication variables within various social and interpersonal communication. (SR)

In this essay, the authors argue that linked-course learning communities serve students at nonresidential metropolitan public universities by increasing their academic achievement, reducing their attrition, and engaging them in the project of public education. They use a winter 2004 research project to argue that linked courses create supportive…

This paper calls for the standardization of the speech communication basic course at large universities where many sections are taught a semester by graduate students and adjunct faculty. The paper discusses the faculty vision for a standardized basic communication course and suggests that standardization is one of the ways that communication…

Describes a course dealing with issues of institutional policy analysis which is the study of government reform and its consequences. Explains that the course is organized around three sets of choices: value choices, methodological choices, and institutional choices in which students question their own decision-making processes. (BSR)

Describes an evaluation process for choosing high school journalism textbooks involving three stages: (1) identifying needs; (2) text ratings; and (3) actual book selection. (SRT)

Maintains that perspectives of cultural diversity and gender are appropriate for courses in mass communication and society. Describes the academic techniques (a focus on culture and media studies) and the instructional techniques of such a course developed at Stanford University. Notes the need to deal with zero-sum perceptions of such endeavors…

Advocates the interpretive communities approach to teaching political communication. Discusses philosophical issues in the teaching of political communication courses, and pedagogical techniques (including concepts versus cases, clustering examples, C-SPAN video examples, and simulations and games). (SR)

Instructional projects are balanced when the pieces come together at one time with the concurrent approval of all interested parties. The physical analogy of a tripod can serve to illustrate the interaction among three dimensions of all projects: content, or what the course will contain; form, or what the course will look like; and process, or how…

Discusses an interdisciplinary course on the psychology and philosophy of William James. Describes course organization and goals. Explains that the course includes sections on James' life and personal characteristics, his psychological and philosophical works, and specific psychological and philosophical topics that he addressed. Assesses…

An undergraduate student offers reflections and observations on college course syllabi. Since the syllabus is the student's guide through the course, it should be clearly organized allowing students to find information quickly. It should outline the expectations that students and instructor will have during the course. In addition a syllabus must…

Although needed reforms of the social studies curriculum have been identified, recommendations for procedures for achieving these reforms are lacking. The author offers practical and simple steps to take in three areas: scope, sequence, and classroom realities. (Author/JM)