This article is a response to criticism of my book "Big Ideas for Little Kids." The main topics addressed are: Who is the audience for the book? Can people without formal philosophical training can be good facilitators of elementary school philosophy discussions? Is it important to assess attempts to teach philosophy in elementary school? Should…

The time has come to create a realistic grammar syllabus in the beginning language courses. Yet why do some in the profession insist that all grammar must be taught in the first year of language learning? Abundant data from decades of research on topics such as human memory, chunking, and second language acquisition exist that overwhelmingly…

Discusses fundamental problems in selecting an approach to organizational communications; the purpose of an organizational communication course; the structure and content of organizational communication coursework; and teaching strategies used in the basic course in organizational communication. (RS)

States that the introduction of real, quantitative problems in classroom and field teaching improves scientific rigor and leads more directly to applied studies. Examines the use of problems in an introductory hydrology course, presenting teaching objectives and the full course structure to illustrate their integration with other teaching modes.…

Discusses the author's experiences in designing and implementing a self-paced introductory sociology course. Describes development of an interactive testing program and details of course design. Concludes, that in this instance, self-pacing proved to be undesirable because of students' inability to monitor themselves and a continuing decline in…

Suggests that college professors might improve their U.S. history survey courses by using a teaching method called "alternativing." The author describes how he uses the technique to help students begin to see and feel the dynamics of history. (RM)

Presents 17 syllabi, submitted by different instructors, for introductory courses taught to graduate students in the teaching of rhetoric and composition. Contains critical statements attached to each syllabi explaining the goals and approaches of the course. (TB)

The International Labour Organization assigned a staff member to an Asian country to assist the trade unions in strengthening their workers' education programs. One important aspect of his assignment consisted of establishing and testing a viable course program by constructing a set of syllabi for basic, specialized, and advanced courses that…

The introductory sociology course, usually of a superficial and encyclopedic nature, should be replaced by three separate introductory courses of greater depth: (1) macrosociology, the world system of societies; (2) microsociology, the impact of societies on individuals; and (3) mesosociology, students' own society and its institutions. (Author/RM)

Cultural diversity needs to be addressed in the higher education classrooms for the development of practical business and education skills. Co-emergent multicultural awareness on the University of Oklahoma campus provides a necessary justification for curriculum adaptations and the implementation of a communication campaign of multicultural…

The l992 Hope College (Michigan) Interpersonal Communications Seminar provided a basis from which participants could examine the scope of interpersonal communication as a "practical discipline." Discussions focused on the constructivist perspective wherein persons approach the world through interpersonal processes which then channel…

In order to preserve the enthusiasm and motivation of college students entering music schools, professors need to make content relevant, begin fieldwork early, utilize field apprenticeships, and encourage students to become involved in professional organizations. A sample course outline is provided. (RM)

Describes a French introductory course that prepares students to travel in France and relies entirely on materials and themes related to such travel. Use of realia and props helps the instructors to stage real-life situations. Emphasis is placed on comprehension and oral language communication. (MES)

There are numerous ways to structure the introduction to film course so as to meet the needs of the different types of students who typically enroll. Assuming there is no production component in the course, the teacher is left with two major approaches to choose from--historical and aesthetic. The units in the course will typically be built around…

Since adult students' expectations and classroom experiences for foreign language study may vary greatly, an extra phase of training is recommended to introduce them to the types of activity and study attitudes expected of them. Components for this phase and a sample outline are offered. (Author/MSE)