Supplying an insightful introduction to current trends in general education reform, this second edition of "General Education Essentials: A Guide for College Faculty" gives an important, timely overview of general education curricular design. General education curricula provide students with the intellectual flexibility they need to…

In today's labor market, students increasingly need greater levels of postsecondary education and training to enter or advance in many industries. Meanwhile, employers are calling for the education system to better align with industry needs, as their demands for a skilled workforce continue to rise. In response to the increasing emphasis for…

Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks…

"Career Interests and Education Choices: It's My Plan!" will help students discover their interests and abilities. By learning about themselves, "It's My Plan!" will help students match their characteristics to career options and postsecondary education choices. "It's My Plan!" has four lessons: (1) Getting to Know Yourself; (2) Determine a Career…

How do you teach students to communicate, collaborate, and solve problems? In his engaging style, Ron Nash shows teachers how to create a student-centered environment that transforms learners from passive attendees into active participants and leaders in the classroom. Building on the foundation of his prior works on active learning, he combines…

Presents a theoretical perspective on organizing learning networks in relation to work processes within organizations. (Author/CCM)

Describes a class exercise in which a teacher prepared a newsletter containing samples of student work and sent it to editors. Notes the benefits of the exercise, including the offers of editors to accept some of the stories. (FL)

The author makes suggestions for vocational teachers working with disadvantaged students: (l) understand the educational and cultural backgrounds of students; (2) relate all classroom and laboratory experiences to the world of work; (3) modify teaching skills; and (4) develop positive linkages. (CT)

The opportunities to teach and foster communication skills through student organizations are limitless. It is suggested that every business teacher investigate the possibility of chartering an organization for business students, thereby helping to facilitate the transition from school to work through well-developed communication skills. (CT)

In a work force development component integrated into middle-school social studies, students operated a mock business, applying and interviewing for positions and receiving "paychecks." The activity used journal writing, self-evaluation, and Secretary's Commission on Achieving Necessary Skills (SCANS) components to develop key employability…

High school students may have technical skills and appear to be confident and mature, but they are young, lack business experience, and need to develop the emotional skills necessary to deal with the world of work. Teachers can help them through the school-to-work transition by making them aware of the realities of the work world. (JOW)

This syllabus describes the purpose of the Fundamentals of Production course as the study of socioeconomic frameworks and contexts in which production takes place as well as how those frameworks affect the establishment and management of enterprises. Offers teaching methods. (Author/JOW)

Describes a project undertaken at New Mexico State University in which students set up and operated their own ad agencies. (FL)

Describes a course in which technical writing students write letters to themselves stating goals they want to accomplish within the next 10 years, which the teacher promises not to read and to mail to them in exactly 10 years. Discusses purposes and actual results of assignment. (EL)

Describes how a teacher incorporated her own experience of interviewing into an assignment that required her students to conduct interviews about the importance of writing skills. (JL)