Analyzes the relationship of Saddleback Community College's structure to functions and outcomes in the context of current changes in structure at the state level. (KEH)

The utilization of principles from the performing arts to enliven teaching technique is explored through the University of South Carolina's "Teaching as a Performing Art" program. (LH)

Analyzes the structure of a communications department at a rural comprehensive community college by focusing on the grouping of components as well as their place in the status framework. Discusses the behavior of the system as a consequence of the structure as well as its evolution. (KEH)

Describes a communication curriculum of and for the future, which would be independent, integrated, inclusive, and visionary. Includes the mission statement and goals from one such communication program. (SR)

The communications department at Lewis and Clark College (Portland, Oregon) has grown from two faculty with three declared communications majors in 1965 to six faculty with 135 declared majors in 1984. The department curriculum is subdivided into three central areas of study: rhetoric and public address, interpersonal/organizational communication,…

Describes the magnet school of communications, part of Jack Yates Senior High School in Houston, Texas. Discusses the courses offered, the rationale for such a program, and some of the achievements of its graduates. (MM)

An English language program at Catholic University of Sao Paulo, Brazil has sought to increase student motivation for learning communicative skills by having fourth-year students work with first year students either individually or in small groups. (SW)

Recommends instituting conversation workshops to help English-as-a-Second-Language students acquire language competence and factual and cultural knowledge. Reviews Hunter College's workshop program whereby students work with peer tutors in a writing lab discussing various informal and academic topics or the information covered in specific content…

Discusses and illustrates the ways in which early childhood teachers can teach preschoolers about peace. Teachers can implement two simple rules: "Don't hurt anyone," and "Use words to settle problems." Explains how these rules would be implemented in particular preschool situations. (BB)

Articles in these proceedings of a conference of the Council for Programs in Technical and Scientific Communication represent the views of professional communicators and academicians who share a concern for providing breadth and quality of preparation for present and future technical communicators. Among the topics discussed in the 17 articles are…

The results of one faculty's effort to design a "state-of-the-art" undergraduate program in communication are presented in this paper. The program described in the paper was developed to reflect current theory, research, and practice in the context of an increasingly information- and communication-based society. The paper discusses the…