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Korn, Ellen – Liberal Education, 1978
Where does course content fit into the context of modern theories and practices of a liberal arts education? Two camps within the academic community are described: those who feel responsible for the personal growth of their students and those who see themselves as dispensers of information. (LBH)
Descriptors: Cognitive Processes, College Curriculum, Course Content, Educational Objectives

Vincent, Murray L. – Journal of Research and Development in Education, 1976
Considers some approaches in the area of specific academic course work opportunities in the development of a comprehensive human sexuality program. (Author/RK)
Descriptors: College Curriculum, College Students, Course Content, Educational Needs

Brown, Patricia A. – Journal of Education for Social Work, 1976
Racial social work is defined by four alternative models: For One Race Only, For One Race Mainly, Cosmopolitanism, and Egalitarianism. The construct and its conceptual models can be used as guides to curriculum modification and practice innovation in social work addressing the social ill of racism and those abused by it. (Editor/JT)
Descriptors: College Curriculum, Course Content, Curriculum Development, Educational Innovation

Kovacs, Beatrice – Library Resources and Technical Services, 1989
Discusses the changing role of the cataloger and the lack of comprehensiveness in cataloging and classification courses offered in graduate library programs. The information that should be covered in introductory courses is outlined and the value of such courses to catalogers and noncatalogers is explored. (36 references) (CLB)
Descriptors: Cataloging, Classification, College Curriculum, Course Content
Stock, Susan – Community College Journalist, 1978
Explains considerations weighed during the development of a communications curriculum, particularly with regard to the conflict between a student-centered and a content-centered emphasis. (GW)
Descriptors: College Curriculum, Communications, Conventional Instruction, Course Content

Mandelstamm, Allan B.; And Others – Journal of Economic Education, 1971
Greater attention to the needs of students and to teaching methods is urged, and specific suggestions are given. (IM)
Descriptors: College Curriculum, Community Colleges, Course Content, Economics

Mallick, M. Joan – Nursing Outlook, 1977
Students do not use the nursing process properly when they engage in patient care; to remedy this problem, all nursing content should be taught within the framework of the process. (TA)
Descriptors: College Curriculum, Course Content, Curriculum Development, Educational Objectives
Paul, Richard – New Directions for Community Colleges, 1992
Defines critical thinking and its relationship to knowledge, intellectual discipline, and intellectual values. Identifies elements and domains of thought and traits of mind that should be cultivated in students. Offers guidelines on teaching for critical thinking and on incorporating critical thinking in the curriculum. (DMM)
Descriptors: College Curriculum, College Planning, Community Colleges, Course Content

Rowley, J. E.; And Others – Education for Information, 1988
Outlines the courses offered by the Department of Library and Information Studies at Manchester Polytechnic, and describes the use of a database management system to teach aspects of information science. Details of a number of specific applications are given and future developments are discussed. (CLB)
Descriptors: College Curriculum, Computer Software, Course Content, Database Management Systems

Gregory, Marshall W. – New Directions for Teaching and Learning, 1984
Steps to improving introductory courses to keep the appropriate liberal education emphasis include: teach less, restructure testing, relate course content to problems in the outside world, pursue ethical issues, balance facts with other forms of knowledge, teach the arts of discussion and critical thinking, and help students develop wisdom. (MSE)
Descriptors: College Curriculum, College Instruction, Course Content, Course Organization

Winter, David G. – New Directions for Teaching and Learning, 1984
Introductory psychology courses are often designed as technical, preprofessional courses for majors, but they should instead offer a view of human nature. A Wesleyan University course was designed on the notion of the psychological human, and covered the functions of perception and memory, cognitive processes, the social dimension of human nature,…
Descriptors: College Curriculum, College Instruction, College Science, Course Content

Southin, John L. – New Directions for Teaching and Learning, 1984
Teaching the large introductory science course is a challenge, but when the objective is seen not as covering the field but uncovering part of it to illustrate principles common to the whole, the facts are no longer the end result but tools with which the disciplines can be further explored. (Author/MSE)
Descriptors: Class Size, College Curriculum, College Instruction, College Science

Durel, Robert J. – Teaching Sociology, 1993
Compares a college-level senior seminar at Christoper Newport University (VA) to a rite of passage for new members in the field. Describes the structure, content, and assignments used in the course. Lists criteria used to evaluate student papers and presentations. (CFR)
Descriptors: Citizenship Education, College Curriculum, Course Content, Curriculum Development
Stark, Joan S.; And Others – 1988
Faculty beliefs about educational purpose and the nature of their academic field strongly influence how they plan introductory courses. Significantly different conceptions of educational purpose among faculty in different fields may inhibit agreement on plans for curricular coherence and ways of communicating expectations to students. Interviews…
Descriptors: College Curriculum, College Faculty, Course Content, Curriculum Design

Carfagna, Rosemarie – Journal of General Education, 1993
Discusses the Ursuline Studies Program, a new core curriculum at Ursuline College designed to improve women's learning and intellectual and ethical development. Describes the program's emphasis on analysis and synthesis, effective communication, social interaction, value-based decision making, response to beauty, problem solving, and social…
Descriptors: College Curriculum, Core Curriculum, Course Content, Educational Objectives